Perceptions of recasts by ESL learners of different proficiency levels: A classroom-based study
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
SLA literature in the past two decades has seen a proliferation of studies on corrective feedback, particularly focusing on an implicit type of feedback, or recasts. While most studies on recasts have focused on manipulating learner- external factors such as the intensity, length, or scope of recasts, little is known about how learner-internal factors function in modulating the effectiveness of recasts. The present paper teases out one of the learner-internal factors (i.e., learners’ proficiency level) and examines what kinds of recasts are provided to learners with different proficiency levels, how learners respond to recasts, and whether they perceive recasts as corrective feedback. The participants comprised 14 adult Korean learners who were enrolled in two intact ESL classes (Beginning and Intermediate) in Fort Lee, New Jersey. A total of 960 minutes of classroom interaction from the two classes were recorded and transcribed, from which 62 instances of recast episodes were identified for further analysis. The results revealed that students in the lower proficiency class received and “uptook” more recasts than those in the higher proficiency class and that the lower level students were also more likely to perceive recasts as feedback. Results are discussed with pedagogical insights to provide feedback for different proficiency levels.
Abstract
SLA literature in the past two decades has seen a proliferation of studies on corrective feedback, particularly focusing on an implicit type of feedback, or recasts. While most studies on recasts have focused on manipulating learner- external factors such as the intensity, length, or scope of recasts, little is known about how learner-internal factors function in modulating the effectiveness of recasts. The present paper teases out one of the learner-internal factors (i.e., learners’ proficiency level) and examines what kinds of recasts are provided to learners with different proficiency levels, how learners respond to recasts, and whether they perceive recasts as corrective feedback. The participants comprised 14 adult Korean learners who were enrolled in two intact ESL classes (Beginning and Intermediate) in Fort Lee, New Jersey. A total of 960 minutes of classroom interaction from the two classes were recorded and transcribed, from which 62 instances of recast episodes were identified for further analysis. The results revealed that students in the lower proficiency class received and “uptook” more recasts than those in the higher proficiency class and that the lower level students were also more likely to perceive recasts as feedback. Results are discussed with pedagogical insights to provide feedback for different proficiency levels.
참고문헌 (22)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28, pp.543~574 (2006)
- 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)
- Doughty, C., "Fine-tuning of feedback by competent speakers to language learners, Georgetown University Round Table on languages and linguistics 1993", pp.96~108 (1994), Georgetown University Press
- Doughty, C., "Communicative focus on form, Focus on form in classroom second language acquisition", pp.114~138 (1998), Cambridge University Press
- Ellis, R., "Reexaming the role of recasts in second language acquisition", Language Learning, 51, pp.281~318 (2006)
- Gass, S. M., "Input, interaction, and second language production", Studies in Second Language Acquisition, 16, pp.283~302 (1994)
- Han, Z. H., "A study of the impact of recasts on tense consistency on L2 output", TESOL Quarterly, 36, pp.543~572 (2002)
- Han, Z. H., "On the role of meaning in focus on form, Understanding second language process", pp.45~79 (2008), Multilingual Matters
- Han, Z. H., "Corrective recasts: What teachers might want to know", Language Learning Journal, 36, pp.35~44 (2008)
- Leeman, J., "Recasts and second language development: Beyond negative evidence", Studies in Second Language Acquisition, 25, pp.37~63 (2003)
- Leow, R., "To think aloud or not to think aloud: The issue of reactivity in SLA research methodology", Studies in Second Language Acquisition, 26, pp.35~57 (2004)
- Long, M., "The role of the linguistic environment in second language acquisition, Handbook of language acquisition: Vol. 2: Second language acquisition", pp.413~468 (1996), Academic Press
- Long, M., "Problems in SLA" (2007), Lawrence Erlbaum
- Long, M., "The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish", Modern Language Journal, 82, pp.357~371 (1998)
- Lyster, R., "Recasts, repetition and ambiguity in L2 classroom discourse", Studies in Second Language Acquisition, 20, pp.51~80 (1998)
- 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., "How do learners perceive implicit negative feedback?", Studies in Second Language Acquisition, 22, pp.471~497 (2000)
- 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?", Modern Language Journal, 82, pp.338~356 (1998)
- Ortega, L., "The effects of models and recasts on the acquisition of object topicalization and adverb placement in L2 Spanish", Spanish Applied Linguistics, 1, pp.65~86 (1997)
- Panova, I., "Patterns of corrective feedback and uptake in an adult ESL classroom", TESOL Quarterly, 36, pp.573~595 (2002)
- Philp, J., "Contraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction", Studies in Second Language Acquisition, 25, pp.99~126 (2003)