| Summary: | 碩士 === 國立中正大學 === 外國文學所 === 98 === The findings of SLA studies provide strong support to the effectiveness of focus on form and corrective feedback on L2 learning. Recasting is a common way of offering corrective feedback in the contexts of meaningful communication. The purpose of the present study is to examine the effect of recasts on the correction of students’ simple past tense errors in English oral and written production and the factors that influence the implementation of recasts in the communication-oriented language classrooms.
The present study was a four-week quasi-experimental research conducted in a class of 11th graders in an applied foreign languages program in Changhua. The data collected for the study included pre-tests, post-tests and delayed post-tests of writing and speaking and a perception questionnaire. The results of the tests were analyzed by t-test and the results of the questionnaire were shown in percentage and in frequency order.
The test results showed that the experimental group made significant progress from pre-test to post-test both in oral test and written test. Even though the progress was not significant between the post-test and the delayed post-test, the subjects’ performance in the delayed post-test was strikingly different from that in the pre-test. Besides, the progress ranges between the experimental group and the control group were significantly different in post-test and delayed post-test both in oral production and written production. It was concluded that the experimental group did gain benefits after receiving recasts as treatment.
The results of the questionnaire indicated that learners’ noticing of the recasts, the choice of target form, and the characteristics of recasts, especially the cues in voice and intonation, might be the factors influencing the explicitness and salience of recasts. How to reduce the ambiguity and enhance the salience of recasts is the central concern in the implementation of recasts.
In conclusion, the results of this study prove that recasts are beneficial to the learners who want to promote the accuracy rate of simple past tense in spontaneous speaking and writing when their saliency is increased through several techniques. It is an effective way of providing corrective feedback in communication-oriented teaching contexts.
|
|---|
