Interactional feedback has received a lot of attention recently in the field of second language acquisition (SLA). In particular, the literature on the effects of recasts (correct reformulation of a learner’s utterance) has produced conflicting results. The object of the present study is to contribute to the recent investigation of interactional feedback on L2 acquisition by examining the effects of recast, elicitation, and recast plus elicitation on the development of question formation by ESL learners in a typical classroom environment. The study followed a pre-test/post-test design and was carried out over 7 weeks. Results provide some support for short-term effects of recasts, long-term effects of elicitations and delayed effects for recasts in combination with elicitation. These results suggest that recasts and elicitation may both be effective forms of feedback in different ways. As well, the results also imply that recasts may be most effective when their saliency is enhanced in some manner.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVIV.1828/1300 |
| Date | 19 December 2008 |
| Creators | Bell, Abbey |
| Contributors | Nassaji, Hossein |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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