Salience-Enhanced Recasts and Their Effects on Learners' Production of Uptake and Modified Output

Autor/in	Asari, Yoko
Titel	Salience-Enhanced Recasts and Their Effects on Learners' Production of Uptake and Modified Output
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 21 (2017) 2, S.65-84 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Second Language Learning; Interlanguage; English (Second Language); Language Teachers; Second Language Instruction; Feedback (Response); Predictor Variables; Native Speakers; Discourse Analysis; Error Correction; Observation; Foreign Countries; Coding; Statistical Analysis; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Zielsprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Prädiktor; Muttersprachler; Diskursanalyse; Korrektur; Beobachtung; Ausland; Codierung; Programmierung; Statistische Analyse
Abstract	Recasts, a type of implicit feedback, is widely used by EFL teachers for improving learners' communicative competence. Research suggests that teachers may use salience enhancement techniques in order to highlight the positive/negative evidence in recasts. This study was conducted to identify types of recasts and examine the relationship between recast features and learners' uptake and modified output. The data consist of 569 recast episodes retrieved from 15 NS teachers. The results revealed that recasts vary considerably in effectiveness according to factors such as the way in which they are provided. More specifically, short, segmented, and interrupting recasts were better predictors of modified output as they were more likely to help learners to notice the gap between the target form and its interlanguage form. The present study suggests that teachers equipped with such highlighting techniques would be able to promote learners' L2 development more effectively. (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Cheongji National University of Education. Main Bldg #506, 2065 Cheongnam-ro, Cheongju-si, Chungcheongbuk-do 28690, Korea. e-mail: paaljournal@gmail.com; Web site: http://paal.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01