Recasts in Meaning-based EFL Classrooms: Learner Uptake and Characteristics of Recasts
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참고문헌
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초록
Recasts are widely known for simultaneously providing correction (negative evidence) and models (positive evidence). They supposedly provide juxtaposition between a correct form and an incorrect form, thereby encouraging noticing of gaps. Over the last decades, the field of second language acquisition (SLA) has benefited from the sheer amount of research that has been conducted on recasts. The studies reveal the positive but limited effects of recasts in second language (L2) development. In most studies, recasts are considered to be one entity, a form of implicit corrective feedback. However, given that recasts can take different forms and serve different discourse functions, it is not desirable to conceive them as one entity. Instead, recasts need to be treated in accordance with the diverse forms they take. The current study aims to investigate the different characteristics of recasts and their relationship with learner uptake in 13 EFL adult classrooms in Korea. This study reveals that the majority of recasts provided in the classroom target a single error in a declarative form, without topic continuity, and without prosodic emphasis on the targeted linguistic features. In addition, it proves that non-segmented recasts arise more frequently than segmented recasts. The rate of learner successful uptake relates to how recasts are provided. This, in turn, suggests that learner noticing of recasts can be dependent on the different forms that recasts take.
Abstract
Recasts are widely known for simultaneously providing correction (negative evidence) and models (positive evidence). They supposedly provide juxtaposition between a correct form and an incorrect form, thereby encouraging noticing of gaps. Over the last decades, the field of second language acquisition (SLA) has benefited from the sheer amount of research that has been conducted on recasts. The studies reveal the positive but limited effects of recasts in second language (L2) development. In most studies, recasts are considered to be one entity, a form of implicit corrective feedback. However, given that recasts can take different forms and serve different discourse functions, it is not desirable to conceive them as one entity. Instead, recasts need to be treated in accordance with the diverse forms they take. The current study aims to investigate the different characteristics of recasts and their relationship with learner uptake in 13 EFL adult classrooms in Korea. This study reveals that the majority of recasts provided in the classroom target a single error in a declarative form, without topic continuity, and without prosodic emphasis on the targeted linguistic features. In addition, it proves that non-segmented recasts arise more frequently than segmented recasts. The rate of learner successful uptake relates to how recasts are provided. This, in turn, suggests that learner noticing of recasts can be dependent on the different forms that recasts take.
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