Recasts and Prompts in Dyadic Interaction: Explicitness of Feedback and Learner Proficiency
4
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirty-three upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.
Abstract
The study investigated the effects of recasts and prompts on learning language forms that arose incidentally in dyadic interaction, focusing on the degree of explicitness of each type of feedback and learner proficiency levels. The data were collected from 64 beginning and upper-intermediate English learners of Korean. Thirty-one beginning learners were randomly assigned to a feedback group and to a control group, and thirty-three upper-intermediate learners were also assigned to a feedback group and to a control group. Each learner was paired with an English speaker and worked on a picture-sequencing task. The learners in the feedback groups received recasts or prompts on their erroneous utterances while the learners in the control groups did not. The effects of feedback were measured by pre-interaction picture descriptions and immediate and delayed post-interaction correction tasks. The study found that both recasts and prompts had some effects on learning the targeted forms, and more explicit forms of each feedback resulted in a higher rate of correction. The beginning learners took more advantages of recasts relative to the upper-intermediate learners, and explicit prompts worked better for the upper-intermediate learners. The effects of prompts sustained longer than recasts in both levels.
참고문헌 (32)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28(4), pp.543~574 (2006)
- Carroll, S., "Input and evidence: The raw material of second language acquisition" (2000), John Benjamins
- de Bot, K., "The psycholinguistics of the output hypothesis", Language Learning, 46, pp.529~555 (1996)
- Doughty, C., "Cognition and second language acquisition", pp.206~257 (2001), Cambridge University Press
- Doughty, C., "Focus on form in classroom second language acquisition", pp.114~138 (1998), Cambridge University Press
- Egi, T., "Conversational interaction in second language acquisition", pp.249~267 (2007), Oxford Press
- Ellis, R., "Measuring implicit and explicit knowledge of a second language: A psychometric study", Studies in Second Language Acquisition, 27(2), pp.141~172 (2005)
- Ellis, R., "Implicit and explicit knowledge in second language learning", pp.3~25 (2009), Multilingual Matters
- Kaivanpanah, S., "Preferences for interactional feedback : Difference between learners and teachers", Language Learning Journal, 43, pp.1~20 (2015)
- Kang, E. Y., "Citing advance online publication: Thirty-five years of ISLA on form-focused instruction", Language Teaching Research (2018)[DOI]
- 김지현, "The Effects of Different Types of Oral Corrective Feedback on the Development of Explicit", Implicit L2 Knowledge of English Articles, 2016, pp.71(3), 53~77[DOI]
- Kim, J. H., "Conversational interaction in second language acquisition", pp.269~297 (2007), Oxford Press
- Li, S., "The effectiveness of corrective feedback in SLA : A meta-analysis", Language Learning, 60, pp.309~365 (2010)
- Li. S., "The interface between feedback type, L2 proficiency, and the nature of the linguistic target", Language Teaching Research, 18, pp.373~396 (2014)
- Loewen, S., "State-of-the-art article: Interaction and instructed second language acquisition", Language Teaching, 51(3), pp.285~329 (2018)
- Long, M. H., "Problems in SLA", pp.75~116 (2007), Lawrence Erlbaum
- Long, M. H., "Second language acquisition and task-based language teaching" (2015), Wiley Blackwell
- Lyster, R., "Learning and teaching languages through content: A counterbalanced approach" (2007), John Benjamins
- Lyster, R., "Oral feedback in classroom SLA", Studies in Second Language Acquisition, 32(2), pp.265~302 (2010)
- Lyster, R., "Oral corrective feedback in second language classrooms", Language Teaching, 46, pp.1~40 (2012)
- Mackey, A., "Conversational interaction in second language acquisition", pp.408~452 (2007), Oxford University Press
- Nassaji, H., "Elicitation and reformulation and their relationship with learner repair in dyadic interaction", Language Learning, 57, pp.511~548 (2007)
- Nassaji, H., "Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness", Language Learning, 59, pp.411~452 (2009)
- Nassaji, H., "The interactional feedback in instructed second language learning:Liking theory, research, and practice" (2015), Bloomsbury
- Nassaji, H., "Anniversary article interactional feedback in second language teaching and learning: A synthesis and analysis of current research", Language Teaching Research, 20, pp.535~562 (2016)
- Schmidt, R., "Cognition and second language acquisition", pp.3~32 (2001), Cambridge University Press
- Sheen, Y., "Recasts, language anxiety, modified output, and L2 learning", Language Learning, 58, pp.835~874 (2009)
- Sheen, Y., "Differential effects of oral and written corrective feedback in the ESL classroom", Studies in Second Language Acquisition, 32(2), pp.203~234 (2010)
- Sheen, Y., "Handbook of research in second language teaching and learning Vol. 2", pp.593~510 (2011), Routledge
- Yang, J., "Learners’ oral corrective feedback preferences in relation to their cultural background, proficiency level and types of errors", System, 61, pp.75~86 (2016)
- Yang, Y., "Effects of form-focused practices and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms", Studies in Second Language Acquisition, 32, pp.235~263 (2010)
- VanPatten, B., "Processing instruction" (2004), Lawrence Erlbaum