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Investigating the characteristics of effective recasts in the ESL classroom

Recasts. Target-like reformulations following a learner's non-TL utterance. Maintains the central meaning, while changing elements of the form (lexical, morphological, syntactic, phonological components). (Long, 1996). Example of Recast. S: when I was soldier I used to wear the balaclava T:

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Investigating the characteristics of effective recasts in the ESL classroom

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    1. Investigating the characteristics of effective recasts in the ESL classroom Shawn Loewen & Jenefer Philp TBLT Conference

    2. Recasts Target-like reformulations following a learners non-TL utterance. Maintains the central meaning, while changing elements of the form (lexical, morphological, syntactic, phonological components). (Long, 1996)

    3. Example of Recast S: when I was soldier I used to wear the balaclava T: and why did you wear it S for protection from the cold or for another reason S: just wind uh protection to wind and cold T: protection from S: uh from wind and cold T: right, okay not for a disguise

    4. Potential benefits of recasts Provide implicit negative feedback Juxtapose the learners incorrect utterance with the target-like version Contingent on the learners production Incidental

    5. Potential limitations of recasts Ambiguous Learners are not pushed in their output Differentially beneficial depending on form Other forms of feedback may be more beneficial Not transparent enough to be corrective Better for salient meaning bearing forms?Not transparent enough to be corrective Better for salient meaning bearing forms?

    6. Research rationale Studies of recasts have not always worked from the same definition. Characteristics of recasts may vary, and these variations may influence their effectiveness.

    7. Research Questions What are the characteristics of recasts in young adult ESL classes? Are particular characteristics of recasts associated with successful uptake/accurate test scores?

    8. Participants Private language school in Auckland, New Zealand 12 Teachers Native speakers of English 8 male, 4 female 118 Students Intermediate English proficiency Primarily from Korea, China and Japan

    9. Procedure 17 hours of audio-recorded classroom observations FFEs and Recasts identified and coded Individualised tests designed and administered (Immediate and Delayed)

    10. Characteristics of recasts FFEs with recasts were coded for the following features:

    11. Linguistic Focus Lexical Morphological/Syntactic Phonological Combination

    12. Prosodic emphasis Stressed or Unstressed H: some people have racism T: some people ARE racist H: are racist

    13. Intonation Declarative or Interrogative S: somebody steal my paper (.) stolen T: someone stole your paper?

    14. Length of Recast More or less than 5 morphemes S: my brain will s- I seem will seem to be explode T: my my brain seems to be exploding

    15. Segmentation Segmented or Whole S: why he why should he release? T: be released

    16. Number of Changes 1 Change or 2+ Changes S: damag-ed (.) wall damag-ed T: the hotel wall was damaged

    17. Number of Feedback Moves 1 or 2+ S: the title of the story is girl had blood in her scalp T: blood? S: bloot T: bullet bullet= S:=bullet bullet in her scalp

    18. Successful Uptake Students incorporate the linguistic form into their own production S: maybe everyday have a lot of people die by the cigarette T: die from cigarettes S: die from cigarettes, so maybe

    19. Testing Procedure Students were tested orally on the linguistic forms targeted in FFEs in which students themselves were involved.

    20. TEST: Correction Example The following sentences are incorrect or inappropriate. Please listen and tell me how you could make the sentences better. 1. I used to wear the balaclava for protection to wind and cold.

    21. Test: Pronunciation Learners were asked to first read aloud a sentence containing the targeted word/phrase and then to read aloud the target word/phrase in isolation.

    22. Test Scores Responses to test items were scored as correct or incorrect according to the response provided in the recast/FFE

    23. Results 465 FFEs 228 Recasts

    24. Linguistic Focus

    25. Length of Recast

    26. Prosodic Emphasis

    27. Segmentation

    28. Number of Changes

    29. Number of Feedback Moves

    30. Intonation

    31. Predictors of Successful uptake

    32. Predictors of Successful Uptake Stressed recasts Declarative recasts Recast with only one change FFEs with more than one feedback move

    33. Predictors of Accurate Test Scores

    34. Predictors of Accurate Test Scores Interrogative Recasts Recasts with fewer than 5 morphemes Recasts with only one change

    35. Summary Recasts in these classes were generally short, stressed, segmented, declarative with only one change. The same characteristics did not predict both successful uptake and correct test scores.

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