ABSTRACT
Based on the discussions up to this point, it is becoming evident that TP feedback is a highly sensitive encounter with greatly inherent potential for face-threatening acts during its complex negotiations. In ideal jointly and socially constructed feedback these threats may be reduced. The inability to critically adapt social constructivism, or its premature adaptation, may lead to less than positive learning experiences and in the worst case, abandonment of such techniques. In any case, whether TP feedback fi nds itself more tutor-centred or more jointly constructed, it will inevitably require some attention to face-saving strategies. Student teachers will need to receive confi dence boosts and they will also need criticism to be appropriately hedged in line with its potential to cause embarrassment, hurt, or even anger. This chapter conducts an investigation of POTTI and POR to uncover how hedging and boosting occurs in the discourse to maintain pragmatic equilibrium.
