Learner Uptake and Perception of Recasts
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Learner immediate response (i.e., uptake) to recasts has been discussed in a considerable amount of research in the field of second language acquisition (SLA). Many different interpretations of learner uptake have been proposed. One of them defines uptake as an indication of learner noticing of recasts. However, only a limited amount of research has actually examined how learner uptake is associated with learner perception of recasts. The current study examined how learners actually respond to recasts provided in the classroom. In addition, it investigated whether or not learner uptake was related to learner perception of recasts and how the quality of learner uptake was associated with the depth of learner awareness. Nine intact English classrooms were observed and video-taped. Eighty-eight students participated in either oral or written stimulated recall sessions. They viewed the video clips of their own classes and recalled the moments when they received recasts. The analyses of classroom interaction and students’ comments indicated that they responded to recasts to a considerable extent when they had an opportunity for uptake. Learner uptake of recasts was found to be related to learner perception of recasts. It was also revealed that the students much more frequently perceived the gap when they showed successful uptake compared to the cases where they did not.
Abstract
Learner immediate response (i.e., uptake) to recasts has been discussed in a considerable amount of research in the field of second language acquisition (SLA). Many different interpretations of learner uptake have been proposed. One of them defines uptake as an indication of learner noticing of recasts. However, only a limited amount of research has actually examined how learner uptake is associated with learner perception of recasts. The current study examined how learners actually respond to recasts provided in the classroom. In addition, it investigated whether or not learner uptake was related to learner perception of recasts and how the quality of learner uptake was associated with the depth of learner awareness. Nine intact English classrooms were observed and video-taped. Eighty-eight students participated in either oral or written stimulated recall sessions. They viewed the video clips of their own classes and recalled the moments when they received recasts. The analyses of classroom interaction and students’ comments indicated that they responded to recasts to a considerable extent when they had an opportunity for uptake. Learner uptake of recasts was found to be related to learner perception of recasts. It was also revealed that the students much more frequently perceived the gap when they showed successful uptake compared to the cases where they did not.
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