Gesture-Enhanced Recasts Have Limited Effects: A Case of the Regular Past Tense

Autor/in	Nakatsukasa, Kimi
Titel	Gesture-Enhanced Recasts Have Limited Effects: A Case of the Regular Past Tense
Quelle	In: Language Teaching Research, 25 (2021) 4, S.587-612 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakatsukasa, Kimi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819870283
Schlagwörter	Morphemes; Grammar; Second Language Learning; Second Language Instruction; English (Second Language); Pretests Posttests; Oral Language; Language Tests; Scores; Nonverbal Communication; Undergraduate Students; Teaching Methods; Comparative Analysis; Feedback (Response); Error Correction; State Universities + Suchen Sie Ihr Suchwort? Morphem; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Staatliche Universität
Abstract	This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verbal recast accompanied by a point-back gesture indicating the non-target-like use or absence of the past tense. All learners also completed two assessments, a grammar test about the regular past tense and an oral production test that was designed to elicit the regular past tense, as a pre-test, an immediate post-test, and a delayed post-test a week later. Then, a repeated-measure ANOVA was used to analyse the linguistic development, using the obtained test scores. The results showed that there was no difference across the conditions in the grammar test, owing to the ceiling effect. On the other hand, learners significantly improved from the pre-test to the post-test in the oral production test, but there were no differences across the conditions. This contradicts a previous finding that teachers' pedagogical gestures during recasts better facilitated the development of locative prepositions. Further, this study discusses how learning types (rule-based vs. item-based) involved in two different linguistic targets and different gestures used in the two studies may affect the efficacy of recasts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01