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.
|School:||University of London, University College London (United Kingdom)|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Linguistics, English as a Second Language, Foreign language education|
|Keywords:||Corrective feedback, Corrective intent, Recasts, SLA|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be