Effects of Recasts on the Acquisition of the Aspectual Form <i>‐te i‐(ru)</i> by Learners of Japanese as a Foreign Language

Ishida, Masaki

doi:10.1111/j.1467-9922.2004.00257.x

Cited by 86 publications

(102 citation statements)

References 52 publications

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“…These laboratory studies have generally yielded positive results for recasts, but many have methodological problems-such as no control group (e.g., Ishida, 2004 ) or a control group receiving no CF (e.g., Han, 2002 ;McDonough & Mackey, 2006 ;Sagarra 2007 )-as well as other limitations, as we will point out, akin to those that Goo and Mackey associate only with the alleged "case against recasts." Whereas the lab studies to which Goo and Mackey appeal for support fall short of substantiating their claim for across-the-board benefi ts of recasts, the classroom studies to which they refer (i.e., Doughty & Varela, 1998 ;Goo, 2012 ;Loewen & Nabei, 2007 ) provide even less support, as we explain next.…”

Section: Are Recasts Effective Across the Board?mentioning

confidence: 99%

Counterpoint Piece: The Case for Variety in Corrective Feedback Research

Lyster

Ranta

2013

Stud Second Lang Acquis

158

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Goo and Mackey (this issue) outline several apparent design fl aws in studies that have compared the impact of different types of corrective feedback (CF). Furthermore, they argue that SLA researchers should stop comparing recasts to other types of CF because they are inherently different kinds of phenomena. Our response to their article addresses (a) the claim that the recast-learning relationship has been "settled," (b) the misleading representation of our views on uptake, (c) the characterization of the CF comparison studies as being weak and invalid, and (d) Goo and Mackey's recommendations concerning the most appropriate approach to investigating the effect of feedback on second language learning.

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Section: Are Recasts Effective Across the Board?mentioning

confidence: 99%

Counterpoint Piece: The Case for Variety in Corrective Feedback Research

Lyster

Ranta

2013

Stud Second Lang Acquis

158

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“…Moreover, it is in contrast with Yang and Lyster's (2010) study in which they believe that learners benefits more from prompts than from recasts. Laboratory studies have generally yielded positive results for recasts, but not necessarily in comparison with other clearly defined types of feedbacks (e.g., Han, 2002;Ishida, 2004;Iwashita, 2003;Long et al, 1998;Mackey & Philp, 1998;McDonough & Mackey, 2006). Leeman's (2003) study, however, which included a comparison of recasts and repetition of error without any opportunities for immediate repair, showed both feedback types to be equally effective.…”

Section: Discussionmentioning

confidence: 99%

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Darabad¹

2014

IJLD

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This quasi-experimental study aimed to investigate the impact of two corrective feedback techniques (recasts and prompts) on students' performance in pronunciation. Seventy-two students from SAMA High School in Ardabil were assigned as the participants of this study. The data were collected from 3 classroom-based studies; the two experimental conditions -one received corrective feedback in the form of recasts and the other in the form of prompts -and a control group. The instructional intervention, which was spread over a period of two weeks, targeted the final -s and -es endings pronunciation, a difficult aspect of English pronunciation for these learners. To measure the students' prior knowledge of the targeted pronunciation, a pre-test was designed. Immediate post-tests were administrated after the treatments. Delayed post-tests were administrated 2 weeks after the immediate post-test. Fill-in-the-blank, oral picture-description, and read-aloud tasks formed the materials of this study. Comparison of group means across testing sessions using a one-way and repeated measure ANOVA consistently revealed that corrective feedback conditions had a positive effect on the learners' pronunciation accuracy. The effects of recasts were greater than those of prompts for increasing accuracy in the targeted pronunciation of final English -s and -es ending words.

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“…For the same reason, Ishida (2004) studied the impacts of recasting on the acquisition of Japanese aspectual form -te i (ru), leading to the significantly increased overall accuracy in connection with the number of recasts which was given throughout the treatment period, and the accuracy rate was sustained. Ellis and sheen (2006) in their research entitled -Reexamining the role of recasts in second language acquisition‖ argued the probability of overestimation about acquisition usefulness of recasts compared with other corrective feedback types.…”

Section: Literature Reviewmentioning

confidence: 99%

Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English

Moghaddam¹,

Behjat²

2014

JLTR

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Abstract-Although a large body of research examined the effectiveness of certain types of error treatment methods, there has been little research done to investigate the efficacy of various kinds of corrective feedback on EFL students' grammar knowledge through eliciting repeated performances. The main purpose of the study was to find out whether recasts helped the Iranian EFL students at intermediate level improve their grammar knowledge better than overt correction. In addition, two methods of recast, declarative and interrogative, were under investigation to figure out which method of recast Iranian EFL learners at intermediate level preferred to be used by the instructor. To this end, fifty male EFL students studying at the intermediate level took part in this study at the Iran Language Institute, Yazd branch, Iran. They were divided into two groups, overt correction and recast. A pre-test was administered before the consecutive process of corrective feedback provision started, and a post-test was given at the end. The participants in both groups enjoyed the same tests, however, the treatment was different. While in one group, the errors were corrected overtly, for the recast group, they were corrected implicitly. The results indicated that both overt correction and recast groups improved in their grammar performances. Between-groups comparison revealed that there was not a significant difference between the learners' grammar performance in overt correction and recast groups. A careful consideration of percentages of declarative and interrogative recasts showed a clear preference for interrogative recasts by the group receiving recasts in their class.

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Effects of Recasts on the Acquisition of the Aspectual Form ‐te i‐(ru) by Learners of Japanese as a Foreign Language

Cited by 86 publications

References 52 publications

Counterpoint Piece: The Case for Variety in Corrective Feedback Research

Counterpoint Piece: The Case for Variety in Corrective Feedback Research

Corrective Feedback Interventions and EFL Learners’ Pronunciation: A Case of –s or –es Ending Words

Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English

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