the consideration of l2 learners’ schemas & personality traits while providing corrective feedback

Teaching an l2 is entangled with numerous subtleties and delicacies, among which the psychological considerations are of paramount importance. it is imperative that l2 teachers take into consideration such variables in their every single moment of teaching, more specifically when providing learners with corrective feedback as it could be perceived psychologically demanding and ego threatening by the learners. learners’ psychological state, traits, and personality type as well as the ‘schemas’ they live are so important that they can affect their learning dramatically. the schemas are our broad patterns of memories, emotions, cognitions, and bodily sensations regarding ourselves and our relationship with others which are developed during childhood and lived in later stages of our life (young, 2003). these schemas are more than often maladaptive and adversely affect our whole life including our presence in a language classroom. most learners, under the influence of such maladaptive schemas, manifest traits that are not conducive to learning. the understanding and recognition of such traits and schemas in the classroom can help teachers better prepare not only to act properly but also keep learners on the right track. in this article, the author, both a psychotherapist and a tefl specialist, will discuss such psychological factors and their effect on teachers’ provision of corrective feedback in an l2 classroom.