The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

Autor/inn/en	Kourtali, Nektaria-Efstathia; Révész, Andrea
Titel	The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development
Quelle	In: Language Learning, 70 (2020) 1, S.179-218 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kourtali, Nektaria-Efstathia) ORCID (Révész, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12374
Schlagwörter	Language Aptitude; Second Language Learning; Comparative Analysis; Task Analysis; Correlation; English (Second Language); Second Language Instruction; Difficulty Level; Decision Making; Error Patterns; Language Usage; Grammar; Verbs; Error Correction; Teaching Methods; Oral Language; Written Language; Language Tests; Imitation; Prediction; Achievement Gains; Scores; Aptitude Tests; Children + Suchen Sie Ihr Suchwort? Sprachbegabung; Spracheignung; Zweitsprachenerwerb; Aufgabenanalyse; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schwierigkeitsgrad; Decision-making; Entscheidungsfindung; Fehlertyp; Sprachgebrauch; Grammatik; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Language test; Sprachtest; Vorhersage; Achievement gain; Leistungssteigerung; Aptitude test; Eignungsprüfung; Eignungstest; Child; Kind; Kinder
Abstract	This study investigated the effects of task complexity on child learners' second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one group completed simple information transmission tasks, whereas the other group performed complex decision-making tasks. In response to errors in the use of the present third person singular verb forms, participants received recasts. L2 development was measured through oral production, written production, and elicited imitation tests. Aptitude was assessed through LLAMA D, LLAMA E, and LLAMA F. Less cognitively demanding tasks were more beneficial. Participants' performance on LLAMA E predicted L2 gains measured through elicited imitation, and their LLAMA D scores predicted development measured through the oral and written production tests under complex task conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01