Learners’ Grammar Achievement via Oral and Writing Modalities in Cognitive and Ecological Perspectives: Recast in Focus

Journal of English Language Pedagogy and Practice

دوره 14، شماره 29، تیر 2022، صفحه 121-145   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.690039

نویسندگان

Afrooz Arianfar¹؛ Parviz Maftoon^{* 1}؛ Ghafour Rezaie²

¹Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran

چکیده

Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.

کلیدواژه‌ها

cognitive perspective to language learning؛ ecological perspective to language learning؛ grammar achievement؛ modality؛ recast

اصل مقاله

Al-Surmi, M. (2012). Learners’ noticing of recasts of morpho-syntactic errors: Recast types and    delayed recognition. System, 40(2), 226-236.

Ammar, A., & Spada, N. (2006).  One size fits all? Recasts, prompts and L2 learning. Studies      in Second Language Acquisition, 28(4), 543-574.

Banaruee, H., & Askari, A. (2016). Typology of corrective feedback and error analysis. Sana Gostar Publications.

Banaruee, H., Khatin-Zadeh, O., & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education, 5(1), 1-23.

Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.

Braidi, S. M. (2002). Reexaming the role of recasts in native-speaker/non-native speaker interactions. Language Learning, 52, 1-42.

Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20, 436-458.

Choi, S., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL classroom.   RELC Journal, 43(3), 331-351.

Ellis, R. (2007). Corrective feedback in theory, research and practice. Papers presented at the 5th International Conference on ELT in China & the 1st Congress of Chinese Applied Linguistics, Beijing, China.

Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 3-18). Routledge.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318.

Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition.  Studies in Second Language Acquisition, 28(4), 575- 600.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Cognitive-interactionist perspectives. In task-based language teaching: Theory and practice (pp. 29-63). Cambridge University Press. 

Gass, S., & Lewis, K. (2007). Perceptions of interactional feedback: Differences between heritage language learners and non-heritage language learners.  In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 79-99). Oxford University Press.

Gass, S. M., & Alvarez Torres, M. J. (2005). Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition, 2(1), 1-31.

Gass, S. M. & Mackey, A. (2015). Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 180-206). Routledge. 

Ghahari, Sh., & Piruznejad, M. (2016). Recast and explicit feedback to young language learners: Impacts on grammar uptake and willingness to communicate. Issues in Language Teaching (ILT), 5(2), 187-209.

Gibson, J. J. (1979). A preliminary description and classification of affordances. Retrieved from http://www.huwi.org/gibson/prelim/php

Gilabert, R., Manch´on, R., & Vasylets, L. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Applied Linguistics, 36, 117-135.

Goo, J. (2019). Interaction in L2 Learning. In J. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (pp. 233-257). Cambridge University Press.

Goo, J. (2020). Research on the role of recasts in L2 learning. Language Teaching, 53(3), 289-315.

Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 1-39.

Grabowski, J. (2010). Speaking, writing, and memory span in children: Output modality affects   cognitive performance. International Journal of Psychology, 45, 28-39.

Gurzynski-Weiss, L. & M. Baralt (2014). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36, 1-37.

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

Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25, 1-36.

Johnson, M. (2004). A philosophy of second language acquisition. Vail Ballou Press.

Kormos, J. (2014). Differences across modalities of performance. In H. Byrnes & R. M. Manch´on (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 193-216). John Benjamins.

Krashen, S. (1981). Second language acquisition and second language learning. Pergmon Press.

Lee, E. (2013). Corrective feedback preferences and learner repair among advanced ESL   students. System, 41(2), 217-230.

Leeman, J. (2003). Recasts and second language development. Studies in Second Language   Acquisition, 25(1), 37-63.

Leow, R. P. (2015). Explicit learning in the L2 classroom: A student-centered approach. Routledge.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta- analysis. Language Learning, 60(2), 309-365.

Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford University Press.

Loewen, S., & Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning, 19, 1-14.

Loewen, S., & Sato, M. (2018). Interaction and instructed second language cquisition. Language Teaching, 51(3), 285-329.

Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. De Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective. John Benjamins.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. R. Ritchie & T. J. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.

Long, M. H. (2007). Problems in SLA. Routledge.

Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.

Long, M. H, & Robinson, P. (1998). Focus on form: Theory, research and practice.   In C. Doughty & J. Williams (Eds.), Focus on form in classroom language acquisition (pp. 15-41). Cambridge University Press.

Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399-432.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in   communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.

Lyster, R. & Ranta, L. (2013). Counterpoint piece: The case for variety in   corrective feedback research. Studies in Second Language Acquisition, 35(1), 1-18.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language    Acquisition, 32(2), 265-302.

Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.

Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405-430.

Mackey, A. (2012). Input, interaction and corrective feedback in L2 learning. Oxford University Press.

Mackey, A., Abbuhl, R., & Gass, S. M. (2012). Interactionist approach. In S. M. Gass, & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 7-24). Routledge.

Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive   interactional feedback? Studies in Second Language Acquisition, 22, 471-497.

Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407-452). Oxford University Press.

Mackey, A., & Goo, J. (2013). Interaction approach in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 2748-2758). Wiley-Blackwell.

Mackey, A., & Oliver, R. (2002). Interactional feedback and children’s L2 development. System, 30, 459-477.

Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses and red herrings. The Modern Language Journal, 82, 338-356.

Maleki, A., & Eslami, E. (2013). The effects of written corrective feedback techniques on EFL students’ control over grammatical construction of their written English. Theory and Practice in Language Studies, 3(7), 1250-1257.

Michel, M. C., & Smith, B. (2017). Eye-tracking research in computer-mediated language learning. In S. Thorne & S. May (Eds.), Language, education, and technology (pp. 453-464). Springer.

Nabei, T., & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student’s second language learning. Language Awareness, 11, 43-63.

Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20, 535-562.

Nassaji, H. (2020). Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching, 53(1), 3-28. 

Nicholas, H., Lightbown, M. P., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719-758.

Oliver, R. & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87(4), 519-533.

Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573-595.

Philp, J. (2003). Constrains on “noticing the gap”. Non-native speakers’ noticing of   recast in NS-NNS interaction. Studies in Second Language Acquisition, 25(1), 99-1.

Philp, J., & Iwashita, N. (2013). Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction. Language Awareness, 22(4), 353-370.

Rassaei, E. (2013). Corrective feedback:  Learners’ perceptions, and second language development. System, 41(2), 472-483.

Rouhshad, A., & Storch, N. (2016). A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267-289). John Benjamins.

Ruegg, R. (2010). Who wants feedback and does it make any difference? In A. M.   Stoke (Ed.), JALT2009 Conference Proceedings (pp. 683-691). JALT.

Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). John Benjamins.

Sagarra, N., & Abbuhl, R. (2013). Optimizing the noticing of recasts via computer-delivered feedback: Evidence that oral input enhancement and working memory help second language learning. Modern Language Journal, 97(1), 196-216.

Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11 (2), 129-158.

Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263-300.

Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361-392.

Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 301-322). Oxford University Press.

Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL   classroom. Studies in Second Language Acquisition, 32(2), 203-234.

Smith, B. (2012). Eye tracking as a measure of noticing: A study of explicit recasts in SCMC. Language Learning & Technology, 16(3), 53-81.

Smith, B. & Renaud, C. (2013). Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 147-165). John Benjamins.

Soltani Tehrani, N., & Tabatabaei, O. (2012). The impact of blended online learning on Iranian EFL learners' vocabulary achievement. ELT Voices-India, 2(5), 73-88.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle & practice in applied linguistics (pp. 125-144). Oxford University Press.

Thornbury, S. (1997). Reformulation and reconstruction: Tasks that promote ‘noticing’. ELT Journal, 51, 326-334.

Van Lier‚ L. (1996). Interaction in the language curriculum: Awareness‚ autonomy and authenticity. Longman.

Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic.

Varnosfadrani, A., & Basturkmen, H. (2009). The effectiveness of implicit and explicit error correction on learners’ performance. System, 37(1), 82-98.

Wen, Q.F., Wang, H.M., Wang, J.Q., Zhao, C.R., & Liu, Y.P. (2010). Comparative study of critical thinking skills of Chinese college students of English major and other liberal arts majors. Foreign Language Teaching and Research, 42, 350-400.

Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321-331.

Zalbidea, J. (2017). “One task fits all”? The roles of task complexity, modality, and working memory capacity in L2 performance. Modern Language Journal, 101, 335-352.

Zalbidea, J., & Sanz, C. (2020). Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks. Applied Psycholinguistics, 41, 1171-1196.

Ziegler, N. (2016). Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 38, 553-586.