Recasts in Classroom Interaction : The Students' Attention, and Second Language Learning
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概要
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This small-scale study investigated the nature, roles and effects of a native speaker teacher's recasts in relation to adult learners' second language (L2) learning. The recast's role as linguistic corrective feedback is a controversial topic in second language acquisition (SLA) research : some experimental studies found recasts were effective for facilitating L2 learning (e.g., Mackey & Philp, 1998), while data from classroom-based SLA studies suggested that the learner did not react to the teacher recasts (e.g., Lyster, 1998b). This study focused on recast episodes occurring in a theme-based communicative L2 classroom interaction in relation to eight Japanese college students' attention to recasts. The research questions guiding this study were : 1. What recasts were the students exposed toin a communicative theme-based EFL classroom? 2. In what ways did the students attend to the teacher's utterances and recasts during interaction? 3. Which recasts related to the students' L2 learning as measured by grammatical judgment tests? The data was composed of six classroom observations and videotaping, the students' uptake claim surveys, six stimulated recall interviews with the individual students using the videotapes, results of customized grammaticality judgment tests based on the classroom discourse, and two stimulated recall interviews with the teacher. Recast episodes were identified in the classroom discourse, which were related to the students' recalls of their attention and to their grammaticality judgments test results. The teacher's recalls were also relation to the types of recast episodes. It was found that the students were exposed to feedback less frequently than those in other recast studies yet, among the limited linguistic feedback, the students heard the recasts most frequently. The students were more attentive to the teacher recasts in the group than in the teacher-fronted interaction context. It was also found that the students learned the language through classroom recasts. Their language-oriented attention during interaction was found to relate strongly with their correct grammaticality judgments. However, the relationship between types of recast episodes and the students' test results were mixed; this seemed to suggest that the unit of analysis (i.e., linguistic characteristics) used in cognitive SLA research may have limitations for the investigation into SLA process.
- 社団法人大学英語教育学会の論文
- 2002-09-05
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関連論文
- Recasts in Classroom Interaction : The Students' Attention, and Second Language Learning
- オーラル・インターラクションでの語彙学習
- オーラル・インターラクションでの語彙学習