Implicit and Explicit Recasts in L2 Oral French Interaction

Autor/inn/en	Erlam, Rosemary; Loewen, Shawn
Titel	Implicit and Explicit Recasts in L2 Oral French Interaction
Quelle	In: Canadian Modern Language Review, 66 (2010) 6, S.877-905 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.66.6.877
Schlagwörter	Feedback (Response); Intonation; Form Classes (Languages); Error Correction; French; Second Language Learning; Universities; Testing; Interaction; Undergraduate Students; Second Language Instruction + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Korrektur; Französisch; Zweitsprachenerwerb; University; Universität; Testdurchführung; Testen; Interaktion; Fremdsprachenunterricht
Abstract	This laboratory-based study of second- and third-year American university students learning French examines the effectiveness of implicit and explicit corrective feedback on noun-adjective agreement errors. The treatment consisted of one hour of interactive tasks. Implicit feedback was operationalized as a single recast with interrogative intonation; explicit feedback was operationalized as a single repetition of the incorrect utterance with interrogative intonation, followed by a single recast with declarative intonation. Testing instruments were administered on three occasions. They comprised a spontaneous production test, an elicited imitation test, and an untimed written grammaticality judgement test. Results showed no significant differences for type of feedback but significant effects for oral interaction. (Contains 3 notes and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10