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Testing the Efficacy of Two New Variants of Recasts with Standard Recasts in Communicative Conversational Settings: An Exploratory Longitudinal Study

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Title: Testing the Efficacy of Two New Variants of Recasts with Standard Recasts in Communicative Conversational Settings: An Exploratory Longitudinal Study
Language: English
Authors: Wacha, Richard Charles, Liu, Yeu-Ting
Source: Language Teaching Research. Mar 2017 21(2):189-216.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Longitudinal Studies, Morphemes, English (Second Language), Second Language Learning, Discourse Analysis, Diachronic Linguistics, Second Language Instruction, Language Teachers, Teaching Methods, Instructional Effectiveness, Error Correction, Accuracy, Oral Language, Interpersonal Communication, Prior Learning, Visual Aids, College Students, Foreign Countries, Interviews, Pretests Posttests
Geographic Terms: Taiwan
DOI: 10.1177/1362168815624268
ISSN: 1362-1688
Abstract: The purpose of this exploratory longitudinal study was to evaluate the efficacy of two new forms of recasts (i.e., elaborated and paraphrased recasts), each of which was designed to be more in accordance with contested views of input processing. The effectiveness of the two new forms of recasts was compared to that of conventional standard recasts. To this end, an experienced language teacher engaged four intermediate-level learners of English as a foreign language (EFL) in weekly, one-on-one, English conversation sessions under four instructional conditions (elaborated recast, paraphrased recast, standard recast, and no recast), one learner under each condition. A diachronic, time-series research design was used to assess the effects of recasts on each learner's performance of past tense over a nine-week, instructional period. The results showed that all three types of recasts proved effective in assisting the learners to improve their accuracy on English past tense; all things considered, elaborated and especially paraphrased recasts proved to have a distinct advantage over standard recasts. The results suggest that recasts, in general, and more specifically paraphrased and elaborated recasts, are effective when employed in less controlled, spoken conversational practice, where there is free turn-taking, topic shifts, and the conversational content is related to the learner's personal experiences and background knowledge.
Abstractor: As Provided
Number of References: 68
Entry Date: 2017
Accession Number: EJ1132629
Database: ERIC
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  Data: Testing the Efficacy of Two New Variants of Recasts with Standard Recasts in Communicative Conversational Settings: An Exploratory Longitudinal Study
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/1362168815624268
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  Data: The purpose of this exploratory longitudinal study was to evaluate the efficacy of two new forms of recasts (i.e., elaborated and paraphrased recasts), each of which was designed to be more in accordance with contested views of input processing. The effectiveness of the two new forms of recasts was compared to that of conventional standard recasts. To this end, an experienced language teacher engaged four intermediate-level learners of English as a foreign language (EFL) in weekly, one-on-one, English conversation sessions under four instructional conditions (elaborated recast, paraphrased recast, standard recast, and no recast), one learner under each condition. A diachronic, time-series research design was used to assess the effects of recasts on each learner's performance of past tense over a nine-week, instructional period. The results showed that all three types of recasts proved effective in assisting the learners to improve their accuracy on English past tense; all things considered, elaborated and especially paraphrased recasts proved to have a distinct advantage over standard recasts. The results suggest that recasts, in general, and more specifically paraphrased and elaborated recasts, are effective when employed in less controlled, spoken conversational practice, where there is free turn-taking, topic shifts, and the conversational content is related to the learner's personal experiences and background knowledge.
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