1887
Sociocognitive Approaches to Second Language Pedagogy
  • ISSN 0155-0640
  • E-ISSN: 1833-7139

Abstract

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

Loading

Article metrics loading...

/content/journals/10.2104/aral1026
2010-01-01
2019-10-22
Loading full text...

Full text loading...

References

  1. Braidi, Susan
    (2002) Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52(1), 1–42. doi: 10.1111/1467‑9922.00176
    https://doi.org/10.1111/1467-9922.00176 [Google Scholar]
  2. Doughty, Catherine ; Varela, Evangeline Marlos
    (1998) Communicative focus on form. In Catherine Doughty and Jessica Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114–138). Cambridge: Cambridge University Press.
    [Google Scholar]
  3. Dulay, Heidi ; Burt, Marina ; Krashen, Stephen D.
    (1982) Language two. Oxford: Oxford University Press.
    [Google Scholar]
  4. Ellis, Rod ; Sheen, Younghee
    (2006) Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600. doi: 10.1017/S027226310606027X
    https://doi.org/10.1017/S027226310606027X [Google Scholar]
  5. Farrar, Michael
    (1992) Negative evidence and grammatical morpheme acquisition. Developmental Psychology, 28(1), 90–98. doi: 10.1037/0012‑1649.28.1.90
    https://doi.org/10.1037/0012-1649.28.1.90 [Google Scholar]
  6. Gass, Susan M. ; Varonis, Evangeline Marlos
    (1994) Input, interaction and second language production. Studies in Second Language Acquisition, 16(2), 283–302. doi: 10.1017/S0272263100013097
    https://doi.org/10.1017/S0272263100013097 [Google Scholar]
  7. Iwashita, Noriko
    (2003) Negative feedback and positive evidence in task-based interaction: Differential effects of L2 development. Studies in Second Language Acquisition, 25(1), 1–36. doi: 10.1017/S0272263103000019
    https://doi.org/10.1017/S0272263103000019 [Google Scholar]
  8. Leeman, Jennifer
    (2003) Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25(1), 37–63. doi: 10.1017/S0272263103000020
    https://doi.org/10.1017/S0272263103000020 [Google Scholar]
  9. Long, Michael H.
    (1996) The role of the linguistic environment in second language acquisition. In William C. Ritchie and Tej K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press.
    [Google Scholar]
  10. Lyster, Roy
    (1998a) Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183–218. doi: 10.1111/1467‑9922.00039
    https://doi.org/10.1111/1467-9922.00039 [Google Scholar]
  11. (1998b) Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51–81. doi: 10.1017/S027226319800103X
    https://doi.org/10.1017/S027226319800103X [Google Scholar]
  12. Lyster, Roy ; Ranta, Leila
    (1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66. doi: 10.1017/S0272263197001034
    https://doi.org/10.1017/S0272263197001034 [Google Scholar]
  13. Mackey, Alison
    (1999) Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557–587. doi: 10.1017/S0272263199004027
    https://doi.org/10.1017/S0272263199004027 [Google Scholar]
  14. Mackey, Alison ; Oliver, Rhonda ; Leeman, Jennifer
    (2003) Interactional input and the incorporation of feedback: An exploration of NS-NNS and NSS-NNS and child dyads. Language Learning, 53(1), 35–66. doi: 10.1111/1467‑9922.00210
    https://doi.org/10.1111/1467-9922.00210 [Google Scholar]
  15. Mackey, Alison ; Philp, Jenefer
    (1998) Conversational interaction and second language development: Recasts. Modern Language Journal, 82, 338–356. doi: 10.1111/j.1540‑4781.1998.tb01211.x
    https://doi.org/10.1111/j.1540-4781.1998.tb01211.x [Google Scholar]
  16. Nicholas, Howard ; Lightbown, Patsy M ; Spada, Nina
    (2001) Recasts as feedback to language learners. Language Learning, 51(4), 719–758. doi: 10.1111/0023‑8333.00172
    https://doi.org/10.1111/0023-8333.00172 [Google Scholar]
  17. Oliver, Rhonda
    (1995) Negative feedback in child NNS-NS conversation. Studies in Second Language Acquisition, 18(4), 459–481. doi: 10.1017/S0272263100014418
    https://doi.org/10.1017/S0272263100014418 [Google Scholar]
  18. (2000) Age difference in negotiation and feedback in classroom and pair work. Language Learning, 50(1), 119–151. doi: 10.1111/0023‑8333.00113
    https://doi.org/10.1111/0023-8333.00113 [Google Scholar]
  19. Oliver, Rhonda ; Mackey, Alison
    (2003) Interactional context and feedback in child ESL classrooms. The Modern Language Journal, 87(4), 519–533. doi: 10.1111/1540‑4781.00205
    https://doi.org/10.1111/1540-4781.00205 [Google Scholar]
  20. Philp, Jenefer
    (2003) Constraints on ‘noticing the gap’: Non-native speakers’ noticing of recasts in NS-NNS interactions. Studies in Second Language Acquisition, 25(1), 99–126.
    [Google Scholar]
  21. Roberts, Michael A.
    (1995) Awareness and the efficacy of error correction. In Richard Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 163–182). Honolulu, HA: University of Hawai’i Press.
    [Google Scholar]
  22. Sheen, Younghee
    (2004) Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263–300. doi: 10.1191/1362168804lr146oa
    https://doi.org/10.1191/1362168804lr146oa [Google Scholar]
  23. (2006) Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361–392. doi: 10.1191/1362168806lr203oa
    https://doi.org/10.1191/1362168806lr203oa [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.2104/aral1026
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error