This paper analyzes the feedback provided by teachers in three levels of English as a Second Language classes in order to answer the question: Do teachers use different features to distinguish recasts from noncorrective repetition? Three class sessions from three different levels (low-intermediate, high-intermediate, and advanced), each with a different teacher, were video recorded and transcribed. Transcription included the general and specific features that teachers use when providing recasts and noncorrective repetition. Analysis and comparison of the features accompanying recasts and noncorrective repetition show that teachers in this study do use different features when providing recasts or noncorrective repetition. Specific features identified significantly more frequently with recasts (pointing to mouth in a certain position, leaning or moving toward student, stress, over-enunciation of one word or sound, and reduction) serve to highlight the corrective purpose of recasts. On the other hand, the features more often accompanying noncorrective repetition (written support on board or overhead, rising intonation, expansion, and praise) support different purposes such as rebroadcasting an utterance, confirming or acknowledging a students response, or requesting more information.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-12072005-163606 |
| Date | 07 July 2006 |
| Creators | Robinson, Tia Hardy |
| Contributors | Lionel Menasche, Dawn McCormick, Robert DeKeyser |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-12072005-163606/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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