The Effectiveness of Recasts in SLA
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In recent SLA research, a great number of studies have investigated the effects of recasts on interlanguage development. Recasts have attracted immense interest as a way of promoting learner’s attention to form while maintaining meaning-based, communicative interaction. This study reviewed recast literature along with other corrective feedback (hereafter, CF) technique literature, finding some useful suggestions that recasts can be an effective CF for increasing focus–on–form. First, recasts can be defined not as a purely implicit negative feedback, but as an implicit–explicit continuum. Second, recasts have relative advantages compared to other CF techniques. Unlike metalinguistic explanations, recasts do not interrupt the communicative flow of negotiated interaction. Unlike prompts, recasts can give new knowledge instead of reintroducing pre-existing knowledge. Third, higher-level learners can notice and acquire the target forms more easily because of their working memory capacity. For lower-level learners, teachers can increase the salience by reducing the length of recasts and narrowing the focus. Finally, even in large classes, recasts can be a useful and highly effective means of corrective feedback. This study, therefore, suggests that recasts can be an effective CF for improving focus-on-form while continuing negotiated interaction in EFL classrooms.
Abstract
In recent SLA research, a great number of studies have investigated the effects of recasts on interlanguage development. Recasts have attracted immense interest as a way of promoting learner’s attention to form while maintaining meaning-based, communicative interaction. This study reviewed recast literature along with other corrective feedback (hereafter, CF) technique literature, finding some useful suggestions that recasts can be an effective CF for increasing focus–on–form. First, recasts can be defined not as a purely implicit negative feedback, but as an implicit–explicit continuum. Second, recasts have relative advantages compared to other CF techniques. Unlike metalinguistic explanations, recasts do not interrupt the communicative flow of negotiated interaction. Unlike prompts, recasts can give new knowledge instead of reintroducing pre-existing knowledge. Third, higher-level learners can notice and acquire the target forms more easily because of their working memory capacity. For lower-level learners, teachers can increase the salience by reducing the length of recasts and narrowing the focus. Finally, even in large classes, recasts can be a useful and highly effective means of corrective feedback. This study, therefore, suggests that recasts can be an effective CF for improving focus-on-form while continuing negotiated interaction in EFL classrooms.
참고문헌 (25)
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