Enhancing Learner Recognition of Recasts in EFL Classrooms

• 발행기관: 한국외국어교육학회
• 저자명: Ji Hyun Kim
• 간행물 정보: 『Foreign Languages Education』Vol.18 No.3, 1~21쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.12.30

영문 초록

Researchers have considered that the role of recasts as a trigger for recognition of the gap between the learner’s current interlanguage form and a target form contributes to second language acquisition. However, whether or not recasts can actually play such a role in language classrooms has been questioned. It is therefore important to identify the conditions in which recasts effectively promote learner recognition of gaps. For this reason, the present study investigates which characteristics of recasts are conducive to creating such conditions. Nine English classrooms in Korea participated. Students’ recognition was measured by stimulated recall. The findings indicate that recasts which were simple, declarative, without topic-continuity, lexical, and stressed were the most likely to enhance students’ recognition of gaps.

목차

Ⅰ. Introduction

Ⅱ. Issues on Learner Recognition of Recasts

Ⅲ. Characteristics of Recasts

Ⅳ. Method

Ⅴ. Results

Ⅵ. Discussion

Ⅶ. Conclusion

References

Appendix : Frequency Data for Each Characteristic of Recasts

키워드

오류 고쳐 말하기 학습자 인식 recasts learner recognition