A Study of Recasts Focusing on Three EFL Elementary School Teachers

徐筱玲(Hsiao-Ling Hsu)

《應用英語期刊》 5期 (2012/12) Pp. 21-43

https://doi.org/10.29691/JAE.201212.0002

並列摘要

Recasts as corrective feedbacks have long been used as scaffolding approach and widely applied to enhance students' second or foreign language classrooms. With recasts, teachers can provide low-threatening and little interruptive inputs to maintain students' flow of communication, yet recasts are an ambiguous concept that contains different levels of explicitness and implicitness because of the various characteristics applied. While there is a great deal of general literature on various features of explicit or implicit recasts, little research has been down on the interrelationship between these induced features and their impacts on students' uptake. Therefore, the purpose of this proposed study is twofold: (1) to investigate characteristics of recasts employed by three teachers of English as a Foreign Language (EFL) and (2) to explore connections between recasts and uptake. Three native speakers of English, Ann, Nina, and Mark, were invited to participate in the study. Classroom observational field notes, researchers' reflective journals, and semi-structured oral interviews were used to triangulate the collected data; idea units were first applied to categorize observational data. These observations yielded two types of recasts: five single-move (mode, scope, length, number of changes, and type of change) plus three multiple-move (corrective, repeated, and combination). In addition, oral interview data was used to evaluate teachers' and students' responses to the use of recasts and uptake in English classes. The linkage between recasts and uptake is found to be possible when recasts are found to be with explicit features. Some pedagogical implications will be suggested for class use.

並列關鍵字

recast ； uptake