Enhancement in Learners’ Perception of Recasts as Corrective Feedback through Explicit Moves
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초록
Recasts have been shown to be an effective type of negative evidence to enhance L2 grammatical acquisition (Doughty & Varela, 1998; Long, Inagaki & Ortega, 1998; Mackey & Philp, 1998). However, they often fail to be perceived by learners as corrective feedback due to their inherent ambiguity (Lyster, 1998). This study explores ways to heighten learners’ recognition of recasts’ corrective nature so that they better serve L2 acquisition. Two explicit moves were implemented in an experiment for this purpose: emphasis and repetition. They were examined in relation with recast length and target form stage. Sixty Korean college students were assigned to four groups that received recasts with different explicit moves. The results were: (a) emphasis only benefited perception of long recasts; (b) short recasts were better perceived irrespective of existence and type of explicit move; (c) perceptual effects of emphasis remained constant across target form stages; and (d) repetition had no perceptual effects irrespective of recast length and stage. The findings lead to suggesting the selective use of explicit moves according to the way recasts are provided and to presenting some issues for a better understanding of how focus on form arises through recasting.
Abstract
Recasts have been shown to be an effective type of negative evidence to enhance L2 grammatical acquisition (Doughty & Varela, 1998; Long, Inagaki & Ortega, 1998; Mackey & Philp, 1998). However, they often fail to be perceived by learners as corrective feedback due to their inherent ambiguity (Lyster, 1998). This study explores ways to heighten learners’ recognition of recasts’ corrective nature so that they better serve L2 acquisition. Two explicit moves were implemented in an experiment for this purpose: emphasis and repetition. They were examined in relation with recast length and target form stage. Sixty Korean college students were assigned to four groups that received recasts with different explicit moves. The results were: (a) emphasis only benefited perception of long recasts; (b) short recasts were better perceived irrespective of existence and type of explicit move; (c) perceptual effects of emphasis remained constant across target form stages; and (d) repetition had no perceptual effects irrespective of recast length and stage. The findings lead to suggesting the selective use of explicit moves according to the way recasts are provided and to presenting some issues for a better understanding of how focus on form arises through recasting.
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