L’uptake est la réponse immédiate de l’apprenant suite à la rétroaction de l’enseignant (Lyster & Ranta, 1997). Cette étude investigue la relation entre l’uptake et l’apprentissage des déterminants possessifs et des questions d’anglais L2. Elle examine aussi l’effet des reformulations implicites et explicites en termes d’uptake et d’apprentissage. Deux classes intensives (ESL) de sixième année du primaire (N=53) à Montréal ont participé à cette étude. Les deux classes ont été réparties en deux groupes : reformulations explicites et reformulations implicites. L’intervention comportait des activités communicatives. Les élèves ont été testés sur les formes cibles immédiatement avant et après le traitement pédagogique en utilisant des taches orales. Les résultats ont confirmé l’effet supérieur des reformulations explicites en termes d’uptake et d’apprentissage et que l’effet des reformulations dépend de la cible. Cette étude a montré aussi que l’uptake peut faciliter l’apprentissage et que son absence n’est pas signe de manque d’apprentissage. / Learner uptake is learner’s immediate response to the teacher’s oral corrective feedback (Lyster & Ranta, 1997). This study investigated the relationship between uptake and L2 learning and examined the effects of implicit and explicit recasts in terms of uptake and learning. Fifty-three students in two intact grade 6 ESL classes in Montreal were assigned to the two experimental conditions-one received implicit recasts and the other explicit recasts as feedback. The treatment included communicative activities; it targeted third-person possessive determiners and question forms. The student’s knowledge of the features was tested immediately before the treatment and immediately after it completed through oral tasks. Results revealed that explicit recasts were more effective than implicit recasts in terms of uptake and learning and that effectiveness of recasts depends on the target feature. It was also found that uptake could facilitate L2 learning; however, its absence should not be equated with absence of learning.

L’uptake est la réponse immédiate de l’apprenant suite à la rétroaction de l’enseignant (Lyster & Ranta, 1997). Cette étude investigue la relation entre l’uptake et l’apprentissage des déterminants possessifs et des questions d’anglais L2. Elle examine aussi l’effet des reformulations implicites et explicites en termes d’uptake et d’apprentissage. Deux classes intensives (ESL) de sixième année du primaire (N=53) à Montréal ont participé à cette étude. Les deux classes ont été réparties en deux groupes : reformulations explicites et reformulations implicites. L’intervention comportait des activités communicatives. Les élèves ont été testés sur les formes cibles immédiatement avant et après le traitement pédagogique en utilisant des taches orales. Les résultats ont confirmé l’effet supérieur des reformulations explicites en termes d’uptake et d’apprentissage et que l’effet des reformulations dépend de la cible. Cette étude a montré aussi que l’uptake peut faciliter l’apprentissage et que son absence n’est pas signe de manque d’apprentissage. / Learner uptake is learner’s immediate response to the teacher’s oral corrective feedback (Lyster & Ranta, 1997). This study investigated the relationship between uptake and L2 learning and examined the effects of implicit and explicit recasts in terms of uptake and learning. Fifty-three students in two intact grade 6 ESL classes in Montreal were assigned to the two experimental conditions-one received implicit recasts and the other explicit recasts as feedback. The treatment included communicative activities; it targeted third-person possessive determiners and question forms. The student’s knowledge of the features was tested immediately before the treatment and immediately after it completed through oral tasks. Results revealed that explicit recasts were more effective than implicit recasts in terms of uptake and learning and that effectiveness of recasts depends on the target feature. It was also found that uptake could facilitate L2 learning; however, its absence should not be equated with absence of learning.

Recasting (i.e., corrective feedback in which the teacher paraphrases a learner's incorrect utterance without explicitly labeling it as erroneous) is a frequent phenomenon in classroom discourse. Despite its frequency and naturalness, educators continue to debate its efficacy. At issue is whether learners notice such implicit feedback in order to make use of it. This on-going debate centers on the following question: What makes a teacher's recast noticeable to a student? While most of the studies in the recast literature have emphasized student factors such as working memory and/or developmental readiness (e.g., Havranek & Cesnik, 2001), few studies have explored how teacher factors affect learner perceptions of and receptivity to recasts. This study fills this gap by employing qualitative methods to investigate student perceptions of their teacher recasts. Six classes in Applied English Departments at three different institutes of technology in mid-southern Taiwan participated in this study. Different methods were employed to gather student and teacher data in order to arrive at a more complete understanding of classroom recasts: classroom observations, individual student interviews, group stimulated recall interviews, and teacher interviews. According to student interview data, seven teacher categories (e.g., nativeness, teacher language use, teacher affect, etc.) were found to have a significant impact on students’ noticing of and receptivity to recasts. In particular, the findings indicate that EFL student perceptions of recasts are profoundly affected by teachers’ language use (e.g. phonetic and syntactic features) and teachers' nativeness (e.g., native vs. nonnative). Other factors such as teacher-student rapport also mediate students’ attention to and understanding of feedback. In addition to the student self-report data, classroom observation data of teachers' behavior indicated striking differences as well--native teachers tended to correct more grammatical errors while nonnative teachers corrected more phonological errors. In light of these findings, suggestions for improving student awareness of corrective recasts are given to both native and nonnative teachers. It is hoped that the qualitative categories uncovered in this study will lead to more rigorous, testable hypotheses for future quantitative analysis. / text

Studies have indicated that separate use of the technique of priming and recasting can increase the use of complex syntax by children with and without specific language impairment (SLI). The current study was devised to examine whether children with SLI differ from children who are typically developing (TD) in the use of relative clauses in response to an intervention composed of a combination of priming and recasting. Twenty-six children (13 with SLI and 13 TD) ranging in age from 6 years, 10 months to 10 years, 11 months participated in the study. Forty pairs of stimulus pictures and sentences for each relative clause type (SR and OR) were created. The examiner presented the picture and read a sentence to the participant. Next, a new picture was shown and the participant created a sentence. The examiner then recasted the participants’ responses into the desired syntactic form. A preliminary ANOVA for the trials to criteria (3 out of 4 consecutive correct responses) for the subject relative and object relative clauses revealed nonsignificant main effects for Order and Group by Order interactions. A two-way mixed ANOVA was conducted to assess differences between the two groups and the two sentence types when compared with the trials to criteria scores. There was a significant effect for group where the SLI group required more trials to reach the criteria for both sentence types than the TD group. Additionally, the subject relative sentences were easier for the participants in both groups (TD and SLI) than the object relative sentences. A regression analysis conducted to predict the trials to criteria scores for both sentence types using the participants’ age, CELF raw score, and UNIT raw score revealed that the CELF raw score was significantly related to the trails to criteria score for the two sentence types. When additional analysis of the group and sentence type interaction was completed with the CELF raw score as a covariate, the group main effect was no longer significant. Analyses of the error patterns observed in the sentences produced by the participants as well as implications of the results are discussed.

<p>The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities.<strong> </strong>Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom.<strong> </strong>I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the<strong> </strong>communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.</p>

The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities. Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom. I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.

This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

This study investigated the effects of recasts, a frequently provided type of oral feedback in language teaching, on the production of English question forms in second language (L2) learning. Despite the large number of studies which have examined the effects of recasts, mixed views exist as to their usefulness as a corrective feedback technique. The present study has continued the investigation into whether their frequent use is justified and also if learners actually perceive recasts as being corrective in nature. The focus of this study is to explore developmental effects, both immediately following and delayed, of recasts while considering these two key aspects. The primary aim is to explore delayed benefits of recasts while the secondary aim is to investigate whether or not these learners perceived the feedback as a correct version of their incorrect question form. The study involved 34 English as a second language (ESL) learners from various first language (L1) backgrounds who were enrolled in a general English programme, at an Auckland language school. The participants completed demographic questionnaires and took part in task-based interaction sessions, with the members of the experimental group receiving input containing intensive recasts. The proportion and types of questions produced in the immediate and two delayed post-tests were compared and analysed to consider whether exposure to recasts was beneficial. The main findings suggest that for more advanced question types, interaction with intensive recasts may be more effective than interaction alone, for delayed L2 development, despite only weak support in the literature. On the other hand, similar positive effects on immediate question production are not strongly evident. Therefore, the results in this study add support to the claim that recasts may be beneficial for delayed second language acquisition (SLA), when the linguistic target is questions, even when these recasts do not seem effective immediately following exposure. Furthermore, awareness of negative evidence was indicated, which may have contributed, in part, to the positive delayed findings. Finally, these results suggest that recasts can be an effective pedagogical tool in the communicative L2 classroom when providing linguistic feedback in a way that does not unduly disrupt the flow of the interactive task. Practical suggestions for future research were also identified.

Task-based language teaching has received increasing attention in second language acquisition research over the past decade (Révész, 2007). However, the target form comprises conveyance of meaning in task-based classroom to some degree. In the area of Chinese acquisition as a second language the role of recasts and explicit feedback has not been the subject of much investigation, as two types of technique to compensate learners’ attention on form. Few empirical studies have explored their short-term and long-term effects on Chinese language acquisition in task-based classroom. To test the conclusions of some research about corrective feedback in the area of SLA, the present study examined the effects of these two techniques respectively. The study employed an immediate-test and posttest design. The participants were 53 adult, beginning level Chinese language learners who study Chinese as a second language, naturally assigned to one of the two comparison groups and a control group. The comparison groups differed as to whether they received recasts or explicit feedback while completing communicative tasks. The control group also practiced the tasks; however, they received neither recasts nor explicit feedback from their instructors in the process and they participated in the testing sessions. Results analysis of collected data yielded three main findings. First, learners receiving explicit feedback immediately outperformed those who received recasts for certain structures. Second, learners receiving explicit feedback sometimes yielded some long-term advantages over those who did not receive any feedback, followed by the recast group even after a period of time. Third, the performance of the participants varied according to the complexity of the target forms. The results imply that explicit feedback and recasts can facilitate the production of certain target language forms in beginning Chinese communicative class. The effects of explicit feedback and recasts depend on the chosen forms. It is congruent with Long’s (1998) and Ellis’s (2007) speculation that the roles of various feedbacks differ according to different linguistic features. It also provides further evidence for Leeman’s (2000) conclusion that recasts may be differentially effective when the learnabililty of the target linguistic feature vary. Finally, the findings lend some support to the insight derived from Long that focus-on-form should be integrated into task-based language teaching (Long, 1996, 2000; Long & Robinson, 1998).

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