The Role of Recasts and Negotiated Prompts in an FL Learning Context in China with Non-English Major University Students

Autor/inn/en	Li, Huifang; Iwashita, Noriko
Titel	The Role of Recasts and Negotiated Prompts in an FL Learning Context in China with Non-English Major University Students
Quelle	In: Language Teaching Research, 25 (2021) 2, S.209-233 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iwashita, Noriko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819839727
Schlagwörter	Prompting; Teaching Methods; Questioning Techniques; Feedback (Response); Error Correction; Repetition; Grammar; Instructional Effectiveness; Second Language Instruction; Second Language Learning; English (Second Language); College Freshmen; Late Adolescents; Nonmajors; Foreign Countries; China + Suchen Sie Ihr Suchwort? Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Korrektur; Wiederholung; Grammatik; Unterrichtserfolg; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Halbstarker; Ausland
Abstract	This quasi-experimental classroom study examines the effects of recasts and negotiated prompts on oral interactions in a foreign language (FL) context where the instructional approach primarily focuses on grammar and accuracy. Ninety adult native speakers of Mandarin Chinese from two intact classes were randomly assigned to one of two experimental groups (recast or negotiated prompt) or a control group, and were asked to complete pre-/post-tests on their use of question and past tense forms in English. Between the pre-test and the post-tests, the learners of the two experimental groups had three treatment lessons for feedback outside their usual English classes, the interaction data of which are reported. ANOVA analyses revealed that recasts were highly effective for accuracy development of wh-questions, interrogative questions and irregular past tense verbs. Negotiated prompts showed moderate effectiveness at most times for accuracy development of interrogative questions and both irregular and regular past tense verbs. These findings provide further insights into the role of corrective feedback (CF) in L2 development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01