Differential Effects of Prompts and Recasts in Form-Focused Instruction

Autor/in	Lyster, Roy
Titel	Differential Effects of Prompts and Recasts in Form-Focused Instruction
Quelle	In: Studies in Second Language Acquisition, 26 (2004) 3, S.399-432 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Form Classes (Languages); Feedback (Response); Grade 5; Grammar; Second Language Learning; Second Language Instruction; French; Teaching Methods; Comparative Analysis; Pretests Posttests; Task Analysis + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; School year 05; 5. Schuljahr; Schuljahr 05; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse
Abstract	Four teachers and their eight classes of 179 fifth-grade (10-11-year-old) students participated in this quasi-experimental classroom study, which investigated the effects of form-focused instruction (FFI) and corrective feedback on immersion students' ability to accurately assign grammatical gender in French. The FFI treatment, designed to draw attention to selected noun endings that reliably predict grammatical gender and to provide opportunities for practice in associating these endings with gender attribution, was implemented in the context of regular subject-matter instruction by three of the four teachers, each with two classes, for approximately 9 hours during a 5-week period, while the fourth teacher taught the same subject matter without FFI to two comparison classes. Additionally, each of the three FFI teachers implemented a different feedback treatment: recasts, prompts, or no feedback. Analyses of pretest, immediate-posttest, and delayed-posttest results showed a significant increase in the ability of students exposed to FFI to correctly assign grammatical gender. Results of the written tasks in particular, and to a lesser degree the oral tasks, revealed that FFI is more effective when combined with prompts than with recasts or no feedback, as a means of enabling L2 learners to acquire rule-based representations of grammatical gender and to proceduralize their knowledge of these emerging forms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10