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Recasts, Task Complexity, and the Acquisition of the Past Progressive

Recasts, Task Complexity, and the Acquisition of the Past Progressive. TBLT 2007 Conference Andrea R é v é sz Georgetown University (ar429@georgetown.edu). Background. There has been a growing interest in task-based language teaching over the past two decades. Background.

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Recasts, Task Complexity, and the Acquisition of the Past Progressive

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  1. Recasts, Task Complexity, and the Acquisition of the Past Progressive TBLT 2007 Conference Andrea Révész Georgetown University (ar429@georgetown.edu)

  2. Background • There has been a growing interest in task-based language teaching over the past two decades.

  3. Background • Task-based instruction appears to provide a psycholinguistically optimal environment for SLA. • Exposure to input and opportunities for output • Platform for a focus on language form Implicit learning Explicit learning most desirable for SLA

  4. Focus on Language Form in Task-based Instruction • Learners’ chances of attending to form can be maximized by attentional manipulation of task variables (e.g., Skehan, 1998). • Grammar instruction can be integrated into TBLT in the form of focus on form, by drawing learners’ attention to form reactively (e.g., Long, 2000; Long & Robinson, 1998).

  5. The Purpose of the Study Task Complexity Task Complexity ? L2 learning ? Focus on Form Focus on Form

  6. The Purpose of the Study Task Complexity ? L2 learning Focus on Form

  7. Task Complexity and L2 Learning • While there is considerable evidence that task complexity can affect the extent of learner attention to form during L2 production, only a few empirical studies have attempted to establish a direct link between task complexity and second language acquisition (e.g. Nuevo, 2006). • One major goal of this study was, therefore, to further investigate the relationship between task complexity and L2 learning.

  8. Focus on Form: Recasts • Correct reformulations of the learners’ incorrectly formed utterance. Learner utterance: He was in the restaurant with his wife. He eating ravioli. Recasting: He was eating ravioli.

  9. Research on Recasts • Research to date suggests that recasts can facilitate L2 development. • Their efficacy is a function of several internal and external variables.

  10. Task: A potential modulating variable • More recent research has also identified task as a potential modulating variable (Long, 2007; Robinson, 2001, 2003, 2005). • Except for the pilot for this study (Révész & Han, 2006), no empirical study has directly investigated the impact of task variables on the efficacy of recasts. • Another goal of this study was to further explore the relationship between task complexity and the effectiveness of recasts.

  11. Robinson’s Cognition Hypothesis simple task complex task +here-and-now +there-and-then + + few elements -few elements + +no reasoning - no reasoning + + + +planning time -planning time + + + +prior knowledge - prior knowledge + + single task - single task resource-directing dimensions Directs attention to specific L2 forms Disperses attention over many non-specific areas of the L2 resource-dispersing dimensions

  12. Implication of the Cognition Hypothesis Regarding L2 Learning and Recasts Decreasing task complexity along resource-dispersing dimensions attention less dispersed over non-specific L2 features greater control over existing L2 knowledge more extensive noticing of recasts

  13. Implication of the Cognition Hypothesis Regarding L2 Learning and Recasts Increasing task complexity along resource-directing dimensions attention directed to specific L2 features greater amount of analysis, new L2 knowledge more extensive noticing of recasts

  14. +/- Contextual Support • Operationalized as the availability versus unavailability of a previously viewed photo while describing the photo. • The +/-contextual support dimension appears resource-dispersing. • While describing a photo in the absence of visual support involves a dual task (i.e., remembering a photo plus describing it), describing a photo in the presence of visual support entails a single task (i.e., describing the photo).

  15. Implication of the Cognition Hypothesis Regarding L2 Learning and Recasts Decreasing task complexity along resource-dispersing dimensions attention less dispersed over non-specific L2 features greater control over existing L2 knowledge more extensive noticing of recasts

  16. Research Question 1: Do learners who have received recastson their L2 output show greater development in the knowledge of, and ability to use, the target feature than learners who have not? • Hypothesis 1: Yes, they do.

  17. Research Question 2: Do learners who have received recasts in the presence of contextual support show greater development in the knowledge of, and ability to use, the target feature than learners who have received recasts when no contextual support was available? • Hypothesis 2: Yes, they do.

  18. Research Question 3: Do learners who have performed tasks in the presence of contextual support show greater development in the knowledge of, and ability to use, the target feature than learners who have performed tasks when no contextual support was available? • Hypothesis 3: They will show greater development in the ability to use, but not in the knowledge of, the target form.

  19. Participants • 90 EFL learners enrolled in elementary or pre-intermediate language classes in three high schools in Hungary. • The participants’ age ranged from 17-19. • Native speakers of Hungarian.

  20. The Design of the Study Pretest Treatment Posttest Delayed Posttest

  21. The Design of the Study Group Pretest Treatment Posttest Delayed Posttest Exp. Exp. Exp. Exp. Control

  22. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later Exp. Photo Descrip 3 Photo Descrip 4 Photo Descrip 5 Exp. Photo Descrip 3 Photo Descrip 4 Photo Descrip 5 Exp. Photo Descrip 3 Photo Descrip 4 Photo Descrip 5 Exp. Photo Descrip 3 Photo Descrip 4 Photo Descrip 5 Control

  23. Treatment Task • The treatment task was contextualized in the hypothetical scenario that the participants were taking photos in a New York City neighborhood (e.g., Soho) exactly at a time when a crime (e.g., a bank robbery) happened in that area. • The participants’ task was to describe the photos they took to the researcher, who acted as a police officer.

  24. Treatment Task • Three versions prepared by the computer program Microsoft PowerPoint. • Each description task included 10 photos. • In each photo, people were engaged in clearly identifiable activities.

  25. LAST SUNDAY, 1:00 pm

  26. Please describe the photo now!

  27. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo +Photo +Photo +Photo Exp -Photo -Photo -Photo +Photo +Photo +Photo +Photo Exp -Photo -Photo -Photo Control

  28. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo +Photo +Photo +Photo -Photo -Photo -Photo -Photo +Photo +Photo +Photo +Photo -Photo -Photo -Photo -Photo Control

  29. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo +Photo +Photo +Photo -Photo -Photo -Photo -Photo +Photo +Photo +Photo +Photo -Photo -Photo -Photo -Photo Control

  30. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast +Recast +Recast +Recast -Photo Recast Exp. +Recast +Recast +Recast Exp. -Recast -Recast -Recast Exp. -Recast -Recast -Recast Control

  31. Treatment Recasts • provided by the researcher • consistent • simple isolated declarative type

  32. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast +Recast +Recast +Recast -Photo Recast +Recast +Recast +Recast +Photo Nonrecast -Recast -Recast -Recast -Photo Nonrecast -Recast -Recast -Recast Control

  33. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast +Recast +Recast +Recast -Photo Recast +Recast +Recast +Recast Recasts +Photo Nonrecast -Recast -Recast -Recast -Photo Nonrecast -Recast -Recast -Recast Control

  34. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast +Photo Recast +Photo Recast +Photo Recast Recasts ~ Contextual Support -Photo Recast +Recast +Recast +Recast +Photo Nonrecast -Recast -Recast -Recast -Photo Nonrecast -Recast -Recast -Recast Control

  35. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast +Photo Recast +Photo Recast +Photo Recast -Photo Recast +Recast +Recast +Recast +Photo Nonrecast +Photo -Recast +Photo -Recast +Photo -Recast Contextual Support -Photo Nonrecast -Photo -Recast -Photo -Recast -Photo -Recast Control

  36. The Design of the Study Group Pretest 1st day Session 1. 2nd day Session 2. 3rd day Session 3. 4th day Posttest 4th day Delayed Posttest 4 weeks later +Photo Recast Pretest +Photo +Recast +Photo +Recast +Photo +Recast Posttest Delayed Posttest -Photo Recast Pretest -Photo +Recast -Photo +Recast -Photo +Recast Posttest Delayed Posttest +Photo Nonrecast Pretest +Photo -Recast +Photo -Recast +Photo -Recast Posttest Delayed Posttest +Photo Nonrecast Pretest -Photo -Recast -Photo -Recast -Photo -Recast Posttest Delayed Posttest Pretest Control Posttest Delayed Posttest

  37. The Design of the Study Independent variables Between-groups factors Within-group factor Recasts Contextual Support Time +Recasts -Recasts +Photo -Photo Pretest Posttest Del. Posttest Dependent variable: Development

  38. The Design of the Study Independent variables Between-groups factors Within-group factor Recasts Contextual Support Time +Recasts -Recasts +Photo -Photo Pretest Posttest Del. Posttest Dependent variable: Development

  39. The Design of the Study Independent variables Between-groups factors Within-group factor Recasts Contextual Support Time +Recasts -Recasts +Photo -Photo Pretest Posttest Del. Posttest Dependent variable: Development

  40. The Design of the Study Independent variables Between-groups factors Within-group factor Recasts Contextual Support Time +Recasts -Recasts +Photo -Photo Pretest Posttest Del. Posttest Dependent variable: Development

  41. Dependent Variable Development ~ Acquisition of knowledge Acquisition of Control

  42. Dependent Variable Development ~ Acquisition of knowledge Acquisition of Control

  43. Dependent Variable Development ~ Acquisition of knowledge Acquisition of Control

  44. Linguistic Focus • Past progressive • used for an action that was in progress at a specific time in the past “They were working at 7 o’clock last night.”

  45. Developmental Readiness • Bardovi-Harlig (2000) identified three stages of the emergence of the past progressive • 1. bare progressive • 2. present progressive • 3. past progressive • Participants considered developmentally ready for the acquisition of the past progressive • prior emergence of the present progressive • Participants showed no use of the past progressive on any of the pretests

  46. Pretest/Posttest/Delayed Posttest • Selected Response Task Grammaticality Judgment Task • Limited Production Task • Fill-in-the-Gap Task • Extended Production Tasks • Written Picture Description Task • Oral Photo Description Task with Photo Support • Oral Photo Description Task without Photo Support • Exit Questionnaire

  47. Pretest/Posttest/Delayed Posttest • Selected Response Task • Grammaticality Judgment Task • Limited Production Task • Fill-in-the-Gap Task • Extended Production Tasks • Written Picture Description Task • Oral Photo Description Task with Photo Support • Oral Photo Description Task without Photo Support • Exit Questionnaire

  48. Oral Photo Description TasksWith/Without Photo Support • Designed to tap changes in the learners’ control over the use of past progressive form during oral performance. • These tasks had the same format as the treatment tasks.

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