Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness

Autor/in	Egi, Takako
Titel	Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness
Quelle	In: Modern Language Journal, 94 (2010) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Second Language Instruction; Metalinguistics; Second Language Learning; Discourse Analysis; Cognitive Processes; Japanese; Feedback (Response); Error Correction; Video Technology; Recall (Psychology); Interlanguage + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Metalanguage; Metasprache; Zweitsprachenerwerb; Diskursanalyse; Cognitive process; Kognitiver Prozess; Japaner; Japanisch; Korrektur; Abberufung; Zielsprache
Abstract	Recent research has shown that certain learners' responses to feedback, specifically repair and modified output, are predictive of subsequent second language (L2) development. Yet, little is understood about why these responses are associated with second language acquisition (SLA). The current study investigated this question by exploring the cognitive processes underlying learner responses. Learners of Japanese (n = 24) engaged in task-based interactions during which they received recasts of their errors. Each learner then watched video clips of the recast episodes and commented on them. The learners' stimulated recall reports were analyzed in relation to their responses to the recasts: uptake, repair, and modified output. In recast episodes where they produced uptake, their reports indicated that they perceived the recasts as corrective feedback significantly more frequently compared to cases where they did not produce uptake. In episodes where learners correctly repaired their errors, they were significantly more likely to report not only recognizing corrective recasts but also noticing the interlanguage-L2 mismatch. Modified output was also significantly related both to learners' recognition of corrective recasts and to their noticing of the gap. Given the developmental benefits commonly associated with noticing the gap, these findings may partly explain why repair and modified output have been found to be predictive of SLA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10