The Effects of Recasts and Working Memory on Korean EFL Learners’ Past Tense Accuracy
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study investigated whether recasts provided during communicative interaction may improve Korean EFL learners’ accuracy with regard to regular and irregular English past tense forms, and whether individual differences in working memory capacity may intervene in the effects of recasts. To this end, forty-two Korean university students were placed into either the recast or the control group, and took the pretest and two types of working memory tests: phonological short-term and verbal. The learners participated in one-on-one conversational interactions with the researcher in three two-way communicative tasks one at a time on a weekly basis. Only the treatment group received explicit recasts on their past tense errors while the control group received no feedback of any kind. Finally, they took the posttest and completed the exit questionnaire. Results showed that recasts were beneficial for raising the learners’ accuracy level of English past tense forms, both regular and irregular, though the effects were much larger for the irregular forms. The improvements were not significantly correlated with neither of the working memory measures. Explicit and intensive recasting alone was sufficient in improving EFL learners’ English past tense accuracy in this one-on-one communicative interaction setting.
Abstract
This study investigated whether recasts provided during communicative interaction may improve Korean EFL learners’ accuracy with regard to regular and irregular English past tense forms, and whether individual differences in working memory capacity may intervene in the effects of recasts. To this end, forty-two Korean university students were placed into either the recast or the control group, and took the pretest and two types of working memory tests: phonological short-term and verbal. The learners participated in one-on-one conversational interactions with the researcher in three two-way communicative tasks one at a time on a weekly basis. Only the treatment group received explicit recasts on their past tense errors while the control group received no feedback of any kind. Finally, they took the posttest and completed the exit questionnaire. Results showed that recasts were beneficial for raising the learners’ accuracy level of English past tense forms, both regular and irregular, though the effects were much larger for the irregular forms. The improvements were not significantly correlated with neither of the working memory measures. Explicit and intensive recasting alone was sufficient in improving EFL learners’ English past tense accuracy in this one-on-one communicative interaction setting.
참고문헌 (83)
- Ammar, A., "One size fits all? Recasts, prompts and L2 learning", Studies in Second Language Acquisition, 28, pp.543~574 (2006)
- Baddeley, A. D., "Working memory", Science, 255, pp.556~559 (1992)
- Baddeley, A. D., "Working memory", Current Biology, 20, pp.136~140 (2010)
- Carroll, S., "Explicit and implicit negative feedback : An empirical study of the learning of linguistic generalizations", Studies in Second Language Acquisition, 15, pp.357~386 (1993)
- Cowan, N., "Progress in brain research: Vol. 169" (2008), Elsevier B. V
- 조혜원, "Effects of interactional corrective feedback on learners’ noticing of target forms in L2.", Foreign Languages Education, 16(3), pp.21~46 (2009), 한국외국어교육학회
- 조혜원, "Relative Effects of Prompts and Recasts on the Development of Implicit and Explicit L2 Knowledge", 영어교육, 67(4), pp.57~79 (2012), 한국영어교육학회
- Daneman, M., "Individual differences in working memory and reading", Journal of Verbal Learning and Verbal Behavior, 19, pp.450~466 (1980)
- Daneman, M., "Syntactic form, semantic complexity, and short-term memory : Influence on children’s acquisition of new linguistic structures", Developmental Psychology, 17, pp.367~378 (1981)
- DeKeyser, R. J., "Focus on form in classroom second language acquisition", pp.42~63 (1998), Cambridge University Press
- Doughty, C. J., "Cognition and second language instruction", pp.206~257 (2001), Cambridge University Press
- Doughty, C. J., "Focus on form in classroom second language acquisition", pp.114~138 (1998), Cambridge University Press
- Ellis, R., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.339~360 (2007), Oxford University Press
- Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28, pp.339~368 (2006)
- Field, A., "Discovering statistics using SPSS" (2009), Sage
- French, L. M., "Phonological memory and children’s second language grammar learning", Applied Psycholinguistics, 29, pp.463~487 (2008)
- Gathercole, S. E., "Is non word repetition a test of phonological memory or longterm knowledge? It all depends on the nonwords", Memory & Cognition, 23, pp.83~94 (1995)
- Goo, J., "Corrective feedback and working memory capacity in interaction-driven L2learning", Studies in Second Language Acquisition, 34, pp.445~474 (2012)
- 구재명, "Corrective Feedback and Phonological Short-Term Memory in the Acquisition of the English That-Trace Filter: A Conceptual Replication of Goo (2012)", 영어영문학21, 27(1), pp.231~257 (2014), 21세기영어영문학회
- 구재명, "Type of Feedback, Phonological Short-Term Memory, and L2 Development", 영어어문교육, 20(4), pp.45~66 (2014), 한국영어어문교육학회
- Goo, J., "The case against the case against recasts", Studies in Second Language Acquisition, 35, pp.127~165 (2013)
- Gor, K., "The new handbook of second language acquisition", pp.445~472 (2009), Emerald Group
- Han, Z., "A study of the impact of recasts on tense consistency in L2 input", TESOL Quarterly, 36, pp.543~572 (2002)
- Harrington, M., "L2 working memory capacity and L2 reading skill", Studies in Second Language Acquisition, 14, pp.25~38 (1992)
- 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.311~394 (2004)
- Iwashita, N., "Negative feedback and positive evidence in task-based interaction", Studies in Second Language Acquisition, 26, pp.1~36 (2003)
- 장종득, "An Experimental Study: Recasts to Alleviate Learner Anxiety", 언어과학연구, 1(29), pp.267~288 (2004), 언어과학회
- 장정희, "오류 고쳐 말하기가 과거동사 정확성 향상에 미치는 영향", 영어교육연구, 23(4), pp.289~308 (2012), 팬코리아영어교육학회
- Jeon, K. S., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.379~403 (2007), Oxford University Press
- 정은해, "The Effects of Recasts on the Accuracy and the Quality of L2 Learners’ Language Performance", 어학연구, 48(2), pp.369~394 (2012), 언어교육원
- 김정태, "말하기 평가 시행 도구 기술과 문항 유형간의 관계성 연구", 멀티미디어 언어교육, 12(1), pp.177~202 (2009), 한국멀티미디어언어교육학회[DOI]
- 김주연, "영어 말하기 코칭프로그램의 모형연구", Foreign Languages Education, 17(3), pp.411~438 (2010), 한국외국어교육학회
- 김정태, "The Validation Process in Developing a Web-based English Speaking and Writing Test", 멀티미디어 언어교육, 14(2), pp.181~209 (2011), 한국멀티미디어언어교육학회
- 김지현, "Effects of Recasts on Child EFL Learners’ Development of Regular and Irregular Past Tense Forms", 영어교육, 67(2), pp.3~26 (2012), 한국영어교육학회
- Kim, J. H., "Conversational interaction in second language acquisition: A series of empirical studies", pp.267~297 (2007), Oxford University Press
- Lee, B., "Individual differences in working memory capacity and language comprehension", master, pp.1995
- Lee, B., "Reliability of the reading span test", Psychological Science, 11, pp.15~33 (2002)
- Leeman, J., "Recasts and second language development", Studies in Second Language Acquisition, 25, pp.37~63 (2003)
- Linck, J. A., "Working memory and second language comprehension and production : A meta-analysis", Psychonomic Bulletin & Review, 21, pp.861~883 (2014)
- Loewen, S., "Recasts in the adult English L2 classroom : Characteristics, explicitness, and effectiveness", The Modern Language Journal, 90, pp.536~556 (2006)
- Logan, G. D., "Toward an instance theory of automatization", Psychological Review, 95, pp.492~527 (1988)
- Long, M. H., "Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H., "Problems in SLA" (2007), Erlbaum Associates
- Long, M. H., "The role of implicit negative evidence in SLA : Models and recasts in Japanese and Spanish", The Modern Language Journal, 28, pp.357~371 (1998)
- Lyster, R., "Negotiation of form, recasts and explicit correction in relation to error types and learner repair in immersion classrooms", Language Learning, 48, pp.183~218 (1998)
- Lyster, R., "Recasts, repetition, and ambiguity in L2 classroom discourse", Studies in Second Language Acquisition, 20, pp.37~66 (1998)
- Lyster, R., "Prompts versus recasts in dyadic interaction", Language Learning, 59, pp.453~498 (2009)
- Lyster, R., "Corrective feedback and learner uptake", Studies in Second Language Acquisition, 19, pp.543~574 (1997)
- Mackey, A., "Feedback, noticing, and instructed second language learning", Applied Linguistics, 27, pp.405~430 (2006)
- Mackey, A., "Input, interaction, and corrective feedback in L2 learning" (2012), Oxford University Press
- Mackey, A., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.407~452 (2007), Oxford University Press
- Mackey, A., "Conversational interaction and second language development:Recasts, responses, and red herrings?", The Modern Language Journal, 82, pp.338~356 (1998)
- Mackey, A., "Older learners in SLA research : A first look at working memory, feedback, and L2 development", Language Learning, 62, pp.704~740 (2012)
- Mackey, A., "How do learners perceive interactional feedback?", Studies in Second Language Acquisition, 22, pp.471~497 (2000)
- Mackey, A., "Exploring the relationship between modified output and working memory capacity", Language Learning, 60, pp.501~533 (2010)
- Mackey, A., "Individual differences and instructed language learning", pp.181~209 (2002), Benjamins
- McDonough, K., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.323~338 (2007), Oxford University Press
- Miyake, A., "Foreign Language Learning: Psycholinguistic studies on training and retention", pp.339~364 (1998), Earlbaum
- Nobuyoshi, J., "Focused communication tasks and second language acquisition", ELT Journal, 47, pp.203~210 (1993)
- Osaka, M., "Language-independent working memory as measured by Japanese and English reading span test", Bulletin of the Psychonomic Society, 30, pp.287~289 (1992)
- Osaka, M., "Language-independent working memory : Evidence from German and French reading span tests", Bulletin of the Psychonomic Society, 31, pp.117~118 (1993)
- Panova, I., "Patterns of corrective feedback and uptake in an adult ESL classroom", TESOL Quarterly, 36, pp.573~595 (2002)
- Papagno, C., "Phonological short-term memory and the learning of novel words : The effect of phonological similarity and item length", Quarterly Journal of Experimental Psychology, 44, pp.47~67 (1992)
- Papagno, C., "Phonological short-term memory and foreign-language vocabulary learning", Journal of Memory and Language, 30, pp.331~347 (1991)
- Philp, J., "Constraints of"noticing the gap" : Non-native speakers’ noticing of recasts in NS-NNS interaction", Studies in Second Language Acquisition, 25, pp.99~126 (2003)
- Pica, T., "Adult acquisition of English as a second language under different conditions of exposure", Language Learning, 33, pp.465~497 (1983)
- Pinker, S., "Words and rules: The ingredients of language" (1999), Basic Books
- Pinker, S., "The past and future of the past tense", Trends in Cognitive Sciences, 6, pp.456~463 (2002)
- Révész, A., "Working memory and the observed effectiveness of recasts on different L2 outcome measures", Language Learning, 62, pp.93~132 (2012)
- 이현정, "The effects of recasts on the acquisition of past tense", 초등영어교육, 18(1), pp.339~363 (2012), 한국초등영어교육학회
- Robinson, P., "The Routledge handbook of second language acquisition", pp.247~267 (2012), Routledge
- Sagarra, N., "Optimizing the noticing of recasts via computerdelievered feedback : Evidence that oral input enhancement and working memory help second language learning", The Modern Language Journal, 97, pp.196~216 (2013)
- Salaberry, R., "The development of past tense morphology in L2 Spanish" (2000), Benjamins
- Sato, C. J., "Talking to learn: Conversation in second language acquisition", pp.5~22 (1986), Newbury House
- Service, E., "Phonolgy, working memory, and foreign-language learning", The Quarterly Journal of Experimental Psychology, 45, pp.21~50 (1992)
- Service, E., "Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition?", Applied Psycholinguistics, 16(2), pp.155~172 (1995)
- Sheen, Y., "Exploring the relationship between characteristics of recasts and learner uptake", Language Teaching Research, 10, pp.361~392 (2006)
- 신동일, "영어말하기 코칭수업의 효과성 연구: 자기소개 발표를 중심으로", 영미어문학, (93), pp.273~297 (2009), 한국영미어문학회
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- 서지혜, "Repairing the Form From Corrective Feedback: Based on Recasts, Metalinguistic Clues, and Repetition", 응용언어학, 31(2), pp.83~109 (2015), 한국응용언어학회
- Takashima, H., "Learning a second language through interaction", pp.173~188 (1999), Benjamins
- Trofimovich, P., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.171~195 (2007), Oxford University Press
- 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)
