The Impact of Recasts on the Development of Primary Stress in a Synchronous Computer-Mediated Environment

Autor/inn/en	Parlak, Özgür; Ziegler, Nicole
Titel	The Impact of Recasts on the Development of Primary Stress in a Synchronous Computer-Mediated Environment
Quelle	In: Studies in Second Language Acquisition, 39 (2017) 2, S.257-285 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Computer Mediated Communication; Second Language Learning; Second Language Instruction; Teaching Methods; English (Second Language); Pretests Posttests; Role Playing; Task Analysis; Morphology (Languages); Phonology; Syllables; Oral Language; Synchronous Communication; Control Groups; Sentences; Experimental Groups; Comparative Analysis; Acoustics; Correlation; Intonation; Pronunciation + Suchen Sie Ihr Suchwort? Computerkonferenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Rollenspiel; Aufgabenanalyse; Morphology; Morphologie; Fonologie; Silbe; Oral interpretation; Mündlicher Sprachgebrauch; Sentence analysis; Satzanalyse; Akustik; Korrelation; Aussprache
Abstract	Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners' phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners' development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01