The Relative Efficacy of Recasts and Prompts on Past Tense Use of ESL Learners
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The objective of the study is twofold: to investigate the effects of corrective feedback (CF) on the accuracy of past tense use, and to compare the relative effectiveness of recasts and prompts on the accuracy of past tense use. The participants of the study consisted of 105 secondary school ESL learners in Malaysia. The target structure of CF was the regular and irregular past forms. CF was provided contingent upon the occurrence of past tense errors according to the type of corrective feedback (i.e., recasts, prompts and no corrective feedback) assigned to participants. By employing a pre-post- and delayed- post-test design, learning outcomes were measured by means of an oral production test (OPT), a written production test (WPT) and an untimed grammaticality judgment test (GJT). The results revealed that participants, regardless of type of corrective feedback, showed both short-term and long-term gains in accuracy of past tense use. However, on the delayed effects of CF, the findings suggest that the effects of prompts may be more durable compared to recasts or control. It was found that the effectiveness of corrective feedback was also affected by other mediating factors, including learners’ proficiency level, prior knowledge and the morphological structure of the target linguistic feature.
Abstract
The objective of the study is twofold: to investigate the effects of corrective feedback (CF) on the accuracy of past tense use, and to compare the relative effectiveness of recasts and prompts on the accuracy of past tense use. The participants of the study consisted of 105 secondary school ESL learners in Malaysia. The target structure of CF was the regular and irregular past forms. CF was provided contingent upon the occurrence of past tense errors according to the type of corrective feedback (i.e., recasts, prompts and no corrective feedback) assigned to participants. By employing a pre-post- and delayed- post-test design, learning outcomes were measured by means of an oral production test (OPT), a written production test (WPT) and an untimed grammaticality judgment test (GJT). The results revealed that participants, regardless of type of corrective feedback, showed both short-term and long-term gains in accuracy of past tense use. However, on the delayed effects of CF, the findings suggest that the effects of prompts may be more durable compared to recasts or control. It was found that the effectiveness of corrective feedback was also affected by other mediating factors, including learners’ proficiency level, prior knowledge and the morphological structure of the target linguistic feature.
참고문헌 (30)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28(4), pp.543~574 (2006)
- Bygate, M., "Researching pedagogic tasks, second language learning, teaching and testing" (2001), Pearson Education
- Chaudron, C., "Second language classrooms" (1988), Cambridge University Press
- Doughty, C. J., "Cognition and second language instruction", pp.206~257 (2001), Cambridge University Press
- Ellis, R., "Conversational interaction in second language acquisition: A series 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(2), pp.339~368 (2006)
- Ellis, R., "Conversational interaction in second language acquisition: A series of empirical studies", pp.339~360 (2007), Oxford University Press
- Gitsaki, C., "ESL teachers’ use of corrective feedback & its effect on learners’ uptake", The Journal of Asia TEFL, 7(1), pp.197~219 (2010)
- Farrar, M. J., "Discourse and the acquisition of grammatical morphemes", Journal of Child Language, 17, pp.607~624 (1990)
- Lyster, R., "Differential effects of prompts and recasts in form-focused instruction", Studies in Second Language Acquisition, 26(3), pp.399~432 (2004)
- Lyster, R., "Oral corrective feedback in second language classrooms", Language Teaching, 46(1), pp.1~40 (2013)
- Long, M. H., "Problems in SLA" (2007), Erlbaum
- Long, M. H., "The role of implicit negative feedback in SLA : Models and recasts in Japanese and Spanish", Modern Language Journal, 82(3), pp.357~371 (1998)
- Loewen, S., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.361~377 (2007), Oxford University Press
- McDonough, K., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.323~338 (2007), Oxford University Press
- Mackey, A., "Teachers’ intention and learners’ perceptions about corrective feedback in the L2 classroom", Innovation in Language Teaching and Learning, 1, pp.129~152 (2007)
- Mackey, A., "Conversational interaction and second language development: Recasts, responses and red herrings?", Modern Language Journal, 82(3), pp.471~497 (1998)
- Mackey, A., "The case against the case against recasts", Studies in Second Language Acquisition, 35(1), pp.127~165 (2013)
- Nicholas, H., "Recasts as feedback to language learners", Language Learning, 51(4), pp.719~758 (2001)
- Nobuyoshi, J., "Focused communication tasks and second language acquisition", ELT Journal, 47, pp.203~210 (1993)
- Salahuddin Muhd, A. J., "Oral error correction in the ESL classroom and its influence on the student’s English language proficiency in written English", master, pp.1998
- Sato, R., "Considering the effectiveness of recasts on Japanese high school learners’ learning", The Journal of Asia TEFL, 6(4), pp.193~216 (2009)
- Van den Branden, K., "Effects of negotiation on language learners’ output", Language Learning, 47, pp.589~636 (1997)
- VanPatten, B., "Attending to form and content in the input : An experiment in consciousness", Studies in Second Language Acquisition, 12(3), pp.287~301 (1990)
- Yang, Y. C., "Recasts in the EFL classrooms: A comparison of native and nonnative teachers", doctoral, pp.2010
- 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(2), pp.235~263 (2010)
- Yoshida, R., "Teachers’ choice and learners’ preference of CF types", Language Awareness, 17(1), pp.78~93 (2008)
- Yoshida, R., "Learners’ perception of corrective feedback in pair work", Foreign Language Annals, 41(3), pp.525~541 (2008)
- Yoshida, R., "How do teachers and learners perceive corrective feedback in the Japanese language classroom?", Modern Language Journal, 94(2), pp.293~314 (2010)
- Zhao, B., "Corrective feedback and learner uptake in primary school EFL classrooms in China", Journal of Asia TEFL, 6(3), pp.45~72 (2009)