摘要：AbstractThe present study is based on Long's Interaction Hypothesis (1996) focusing on facilitating role of feedback in accordance with the linguistic and communicative success or failure of learners’ utterance, aims at materializing teachers’ intentions with prosodic features on diminishing the linguistic ambiguity of recasts, prompts and models. Thus 45 learners of English with intermediate level assigned to three groups as the participants while employing Chi-square as statistical means of analysis. The results proved the presumption in recasts and prompts, but not in models. The study carries significant implications for SLA researchers and language teachers.
