The Impact of Explicit and Implicit Recasts on the Grammatical Accuracy of Iranian EFL Learners’ Writing Performance

Journal of English Language Pedagogy and Practice

مقاله 1، دوره 6، شماره 13، بهمن 2013، صفحه 1-15   

نوع مقاله: Research Paper

نویسندگان

Saeideh Ahangari؛ Farhad Golpour^*

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

چکیده

The present study aimed at investigating the effects of explicit and implicit recasts on Iranian EFL learners' acquisition of English relative clauses. For this purpose, 64 participants were selected out of 94 intermediate level EFL learners at Falagh language Institute, Rasht, Iran. To have homogenized groups, the researcher administered a language proficiency test (TOEFL). Then, the researchers assigned them randomly to the explicit recast group, implicit recast group, and control group. They carried out some information gap tasks within four sessions. One group received explicit recast, the other group received implicit recast and the control one got no corrective feedback, for the target linguistic errors during the task performance. A grammatical judgment test was applied as the pretest and immediate posttest. The results of a paired-samples t-test and analyses of variance (ANOVA) showed that the scores of all three groups improved significantly overtime. However, the explicit recast group did significantly better than both the control group and the implicit recast group. The results of the study were elaborated in terms of counterbalance hypothesis and noticing hypothesis. The superiority of explicit recast implied a beneficial role for negative evidence in SLA and that explicit recast was a better choice than implicit recast in the L2 classroom.

کلیدواژه‌ها

Grammar Enhancement؛ Implicit Recast؛ Explicit Recast

مراجع

Ammar, A. &Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning.Studies in SecondLanguage Acquisition, 28, 543-574.

Carroll, S., & Swain, M. (1993).Explicit and implicit negative feedback.An empirical study of the learning of linguistic generalizations.Studies in Second language Acquisition, 15, 357-386.

 Chen, Zh.(2014).Explicit Recast, Implicit Recast and the Acquisition of English Noun Plural: A Comparative Study. International Journal of Instruction,17,55-70

Dabaghi, A. (2008). A comparison of the effects of implicit and explicit corrective feedback on learners‟ performance in tailor-made tests.Journal of Applied Sciences, 8 (1), 1-13.

Doughty, H. & Varela, E. (1998).Communicative focus on form.In C. Doughty & J.Williams (eds.),Focus on Form in Classroom Second Language Acquisition (pp. 114-138). New York: Cambridge University Press.

Egi, T. (2007). Interpreting recasts as linguistic evidence. Studies in Second Language Acquisition, 29, 511-537.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Ellis, R., Loewen, S. &Erlam, R. (2006).Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition, 28, 339-368.

Ellis, R., Tanaka, Y. & Yamazaki, A. 1994. Classroom interaction, comprehension and the acquisition of L2 word meanings. Language Learning, 44, 449-491.

Haghighi ,R., &Sadighi, F.(2012).Implicit Versus Explicit Feedback in Classroom: An Experimental Study. Journal of Language Teaching and Research,3(3), 439-445.

Han, Z. (2002). A study of the impact on tense consistency in L2 output.TESOL Quarterly, 36, 543-572.

Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form of -te i (ru) by learners of Japanese as a foreign language. Language Learning, 54, 311-394.

Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.

Lightbown, P. M., &Spada, N.(2006). Explaining second language learning.How Languages are Learned, 12,29-50.

Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input.Applied Linguistics, 4, 126-141.

Long, M. H. (1996). The role of linguistic environment in second language acquisition.In W. C. Ritchie& T. K. Bhatia (Eds.).Handbook of second language acquisition (pp. 413-463). San Diego: Academic Press.

Long, M. (2007). Problems in SLA.Mahwah. NJ: Erlbaum.

Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse.Studies in Second Language Acquisition, 20, 51-81.

Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction.Studies in Second Language Acquisition, 26, 399-432.

Lyster, R. &Izquierdo, J. (2008).Interactional feedback and instructional counterbalance.Language Learning, 59, 453-498.

Lyster, R. & Mori, H. (2006).Interactional feedback and instructional counterbalance.StudiesinSecond Language Acquisition, 28, 269-300.

Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form incommunicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Muranoi, H. (2007). Output practice in the L2 classroom. In R. Dekeyser, Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 51-84). New York: Cambridge University Press

McDonough, K. (2005). Identifying the impact of negative feedback and learners’ responses on ESLquestiondevelopmnt.Studies in Second Language Acquisition, 27, 79-103.

Menti, M. M. (2003). Efeito de doistipos de feedback corretivo – recast e elicitação – no desempenho de alunos de inglêscomolínguaestrangeira. Dissertação de Mestrado. PPG/Letras da Universidade Federal do Rio Grande do Sul.

McDonough, K. & Mackey, A. (2008). Syntactic priming and ESL question development. Studies inSecond Language Acquisition, 30, 31-47.

Nassaji, H. (2009). Effects of recasts and elicitations in syadic interaction and the role of feedback explicitness.Language Learning, 59: 411-452.

Nicholas, H., Lightbown, P. M. &Spada, N. (2001).Recasts as feedback to language learners.Language Learning, 51, 719-758.

Perdomo, B. ( 2008). Effectiveness of Recasts in the Teaching of EFL.The Asian EFL Journal, 10 ( 2), 155.

Schachter, J. (1974). An error in error analysis.Language Learning, 24, 205-214.

Schmidt, R., (1990). The role of consciousness in second language learning.Applied Linguistics, 11, 129-158.

Schmidt, R. (2001). Attention. In P. Robinson (ed.), Cognition and Second Language Instruction, 3-32. New York: Cambridge University Press.

Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake.Language Teaching Research, 10, 361-392.

Takahashi, N. (2007). The differential effects of perceptual saliency on recasts in L2 Japanese learners' noticing, interpretation, detection, and subsequent oral production, Unpublished Ph.D Dissertation, University of Iowa.

VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness.Studies in Second Language Acquisition, 12, 287-301.

Venkatagiri, M.,& Levis.(2009) Phonological Awareness and Speech Comprehensibility: An Exploratory Study" Language Awareness,16, 46-63.

Yousefi, M. &Biria (2011). Interactional feedback, task-based interaction and learner uptake.Contemporary Online Language Education Journal, 1, 1-19.