Types of Perceptual Mismatches in Intermediate EFL Classes

Mojtaba Kamali, Fatemeh Behjat


The present study is an attempt to delve into the most frequent perceptual mismatches that are prone to occur in intermediate EFL classes in Iranian context and to provide some remedies to minimize perceptual mismatches. The participants of this study were two classes of 44 intermediate EFL male students. Data, which consisted of all teacher-learners’ interactions in the two classes, were collected using a voice recorder during 5 consecutive sessions, with each session lasting for one hour and forty-five minutes, as well as post-observational interviews with some students. Data were analyzed by two experienced English language teachers. The analysis of the verbal data and interviews with students indicated that cultural (23%), linguistic (20%), and communicative (18%) mismatches were the most frequent types of mismatches that occurred in intermediate EFL classes. Some remedies, techniques and strategies to minimize the perceptual mismatches in EFL classes conclude this study.


perceptual mismatches, teacher intention, learner interpretation, intermediate EFL learners

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