Dissertation/Thesis Abstract

Should Students Be Told the Corrective Intent of Recasts before Learning?
by Yin, Xueke, M.A., University of London, University College London (United Kingdom), 2018, 130; 28031711
Abstract (Summary)

Inspired by the previous recast literature, this laboratory-based study investigated if informing learners about the corrective intent of recasts before treatment made recasts more effective in facilitating learners’ acquisition of regular past tense -ed, compared to another more explicit feedback form—metalinguistic explanation.

For the purpose of this quantitive study, 40 first-year English majors from a Chinese university were assigned to three experimental groups (two of which received recasts and one received metalinguistic explanation), and a control group. The only difference between the two recast groups is that one was told to attend to the linguistic form of their utterances when they received feedback from the instructor, while the other was not provided with any special instruction before treatment. Learners’ acquisition of the target structure was examined three times through an untimed grammaticality judgment test, a metalinguistic knowledge test, and an oral imitation test.

Results confirmed the beneficial role of CF on second language learning. Though learners who were informed about the corrective intent of recasts before treatment were not found to significantly outperform the other groups, their slight advantage over the other groups indicated that instruction before learning, to a certain extent, is a variable that impacts the effectiveness of recasts. This study thus suggests that informing learners about the corrective intent of recasts at the beginning of classroom teaching would be beneficial for L2 learning.

Indexing (document details)
Advisor: Antoniou, Celia-Vasiliki
Commitee:
School: University of London, University College London (United Kingdom)
Department: Education
School Location: England
Source: DAI-A 82/3(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Linguistics, English as a Second Language, Foreign language education
Keywords: Corrective feedback, Corrective intent, Recasts, SLA
Publication Number: 28031711
ISBN: 9798672191447
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