Relative Effects of Prompts and Recasts on the Development of Implicit and Explicit L2 Knowledge
2
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
This present study concerned whether prompts and recasts that occur during interaction could play a role in L2 development. Adopting an untimed grammatical judgment test and an elicited oral imitation test to measure explicit and implicit knowledge, this study examined the relative effects of prompts and recasts on L2 development of past tense forms. The participants were pre-intermediate learners enrolled in English as a foreign language (EFL) classes at a university in Korea. The learners were assigned to two prompt groups, a recast group, and a control group. The analysis of the untimed grammaticality judgment test revealed that the participants promoted their explicit knowledge of the past tense forms of regular and irregular verbs when prompts were provided. The analysis also showed that the learners who received recasts improved their test scores but only in irregular past tense forms. No significant group difference was found among the treatment groups and the control group in the results of the elicited oral imitation test used to measure implicit knowledge of the target forms. These results indicated that prompts were beneficial for short-term L2 grammatical learning of EFL learners of pre-intermediate level. The implications and limitations are discussed in terms of the role of prompts in driving L2 development.
Abstract
This present study concerned whether prompts and recasts that occur during interaction could play a role in L2 development. Adopting an untimed grammatical judgment test and an elicited oral imitation test to measure explicit and implicit knowledge, this study examined the relative effects of prompts and recasts on L2 development of past tense forms. The participants were pre-intermediate learners enrolled in English as a foreign language (EFL) classes at a university in Korea. The learners were assigned to two prompt groups, a recast group, and a control group. The analysis of the untimed grammaticality judgment test revealed that the participants promoted their explicit knowledge of the past tense forms of regular and irregular verbs when prompts were provided. The analysis also showed that the learners who received recasts improved their test scores but only in irregular past tense forms. No significant group difference was found among the treatment groups and the control group in the results of the elicited oral imitation test used to measure implicit knowledge of the target forms. These results indicated that prompts were beneficial for short-term L2 grammatical learning of EFL learners of pre-intermediate level. The implications and limitations are discussed in terms of the role of prompts in driving L2 development.
참고문헌 (39)
- Ammar, A., "Prompts and recasts : Differential effects on second language morphosyntax", Language Teaching Research, 12, pp.183~210 (2008)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28, pp.543~574 (2006)
- 조혜원, "Effects of interactional corrective feedback on learners’ noticing of target forms in L2.", Foreign Languages Education, 16(3), pp.21~46 (2009), 한국외국어교육학회
- Doughty, C., "Communicative focus on form, In Focus on form in classroom second language acquisition", pp.114~138 (1998), Cambridge University Press
- Ellis, N. C., "At the interface : Dynamic interactions of explicit and implicit knowledge", Studies in Second Language Acquisition, 27, pp.305~352 (2005)
- Ellis, R., "The definition and measurement of L2 explicit knowledge", Language Learning, 54, pp.227~275 (2004)
- Ellis, R., "Measuring implicit and explicit knowledge of a second language : A psychometric study", Studies in Second Language Acquisition, 27, pp.141~172 (2005)
- Ellis, R., "Modeling learning difficulty and second language proficiency : The differential contributions of implicit and explicit knowledge", Applied Linguistics, 27, pp.431~463 (2006)
- Ellis, R., "Implicit and explicit learning, knowledge, and instruction, In Implicit and explicit knowledge in second language learning, testing, and teaching", pp.3~25 (2009), Multilingual Matters
- Ellis, R., "Measuring implicit and explicit knowledge of a second language, In Implicit and explicit knowledge in second language learning, testing, and teaching", pp.31~64 (2009), Multilingual Matters
- Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28, pp.339~368 (2006)
- Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar, In Implicit and explicit knowledge in second language learning, testing, and teaching", pp.303~332 (2009), Multilingual Matters
- Erlam, R., "The elicited oral imitation tests as a measure of implicit knowledge, In Implicit and explicit knowledge in second language learning, testing, and teaching", pp.65~93 (2009), Multilingual Matters
- Ishida, M., "Effects of recasts on the acquisition of the aspectual form .te i-(ru) by learners of Japanese as a foreign language", Language Learning, 54, pp.311~94 (2004)
- Iwashita, N., "Negative feedback and positive evidence in task-based interaction : Differential effects on L2 development", Studies in Second Language Acquisition, 25, pp.1~36 (2003)
- Kemp, N., "Do beez buzz?", Child Development, 74, pp.63~74 (2003)
- 김지현, "EFL learners’ perception toward interactional corrective feedback", Foreign Languages Education, 16(2), pp.1~24 (2009), 한국외국어교육학회
- Leeman, J., "Recasts and second language development : Beyond negative evidence", Studies in Second Language Acquisition, 25, pp.37~63 (2003)
- Lightbown, P. M., "How languages are learned (3rd ed.)" (2006), Oxford University Press
- Loewen, S., "Grammaticality judgment tests and the measurement of implicit and explicit L2 knowledge, In Implicit and explicit knowledge in second language learning, testing, and teaching", pp.95~112 (2009), Multilingual Matters
- Long, M., "The role of the linguistic environment in second language acquisition, In Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M., "Recast in SLA: The story so far, In Problems in SLA", pp.75~117 (2006), Lawrence Erlbaum Associates
- Long, M. H., "The role of implicit negative feedback in SLA : Models and recasts in Japanese and Spanish", The Modern Language Journal, 82, pp.357~71 (1998)
- Lyster, R., "Negotiation in immersion teacher. student interaction", International Journal of Educational Research, 37, pp.237~253 (2002)
- Lyster, R., "Differential effects of prompts and recasts in form-focused instruction", Studies in Second Language Acquisition, 26, pp.399~432 (2004)
- Lyster, R., "Interactional feedback and instructional counterbalance", Studies in Second Language Acquisition, 28, pp.269~300 (2006)
- Lyster, R., "Corrective feedback and learner uptake : Negotiation of form in communicative classrooms", Studies in Second Language Acquisition, 19, pp.37~66 (1997)
- Mackey, A., "Feedback, noticing, and second language development : An empirical study of L2 classroom interaction", Applied Linguistics, 27, pp.405~430 (2006)
- Mackey, A., "Interactional feedback and children’s L2 development", System, 30, pp.459~477 (2002)
- Mackey, A., "Conversational interaction and second language development: Recasts, responses, and red herrings?", The Modern Language Journal, 82, pp.338~356 (1998)
- McDonald, J. L., "Beyond the critical period : Processing-based explanations for poor grammaticality judgment performance by late second language learners", Journal of Memory and Language, 55, pp.381~401 (2006)
- Panova, I., "Patterns of corrective feedback and uptake in an adult ESL classroom", TESOL Quarterly, 36, pp.573~595 (2002)
- Philp, J., "Constraints on"noticing the gap" : Nonnative speakers’ noticing of recasts in NS. NNS interaction", Studies in Second Language Acquisition, 25, pp.99~126 (2003)
- Sauro, S., "Computer-mediated corrective feedback and the development of L2 grammar", Language Learning & Technology, 13, pp.96~120 (2009)
- Schmidt, R., "Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning, In Attention and awareness in foreign language learning", pp.1~63 (1995), University of Hawai’i, Second Language Teaching and Curriculum Center
- Schmidt, R., "Attention, In and second language instruction", pp.3~32 (2001), Cambridge University Press
- Sheen, Y., "The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles, In Conversational interaction in second language acquisition: A collection of empirical studies", pp.270~267 (2007), Oxford University Press
- Varnosfadrani, A. D., "The effectiveness of implicit and explicit error correction on learners’ performance", System, 37, pp.82~98 (2009)
- Yang, Y., "Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms", Studies in Second Language Acquisition, 32, pp.235~263 (2010)
