Prompts and Recasts: Differential Effects on Second Language Morphosyntax

Autor/in	Ammar, Ahlem
Titel	Prompts and Recasts: Differential Effects on Second Language Morphosyntax
Quelle	In: Language Teaching Research, 12 (2008) 2, S.183-210 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168807086287
Schlagwörter	Form Classes (Languages); Second Language Learning; Second Language Instruction; Cues; Feedback (Response); English (Second Language); Intensive Language Courses; Communicative Competence (Languages); Teaching Methods; Oral Language; Task Analysis; Pictorial Stimuli; Language Proficiency; Morphology (Languages); Syntax + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Zweitsprachenerwerb; Fremdsprachenunterricht; Stichwort; English as second language; English; Second Language; Englisch als Zweitsprache; Intensivkurs; Sprachkurs; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Fantasieanregung; Language skill; Language skills; Sprachkompetenz; Morphology; Morphologie
Abstract	The merits of recasts have been widely debated and investigated in and out of the language classroom. This quasi-experimental study examines the impact of recasts in comparison to prompts and no corrective feedback on francophone learners' acquisition of English third person possessive determiners. Sixty-four students from three intact intensive English as a second language classes carried out 11 communicative activities during which they received corrective feedback according to the condition they were assigned to. An oral picture-description task and a computerized fill-in-the-blank task that kept record of participants' latency to retrieve the correct forms were administered prior to the treatment and immediately after it ended. Four weeks later the oral picture description task was readministered. Analyses of individual participants' oral data revealed that prompts were more effective than recasts and no corrective feedback in helping learners move up to more advanced stages of a developmental possessive determiner scale. This was especially apparent for low-proficiency learners. Data from the computerized task showed that prompts allowed learners to retrieve possessive determiner knowledge faster than recasts. (Contains 4 figures, 5 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10