Recasts revisited: The role of recasts in error detection and correction by adult ESL students
| dc.contributor.author | Hawkes, Laura | |
| dc.contributor.supervisor | Nassaji, Hossein | |
| dc.date.accessioned | 2007-12-13T18:00:54Z | |
| dc.date.available | 2007-12-13T18:00:54Z | |
| dc.date.copyright | 2007 | en_US |
| dc.date.issued | 2007-12-13T18:00:54Z | |
| dc.degree.department | Department of Linguistics | |
| dc.degree.department | School of Languages, Linguistics and Cultures | |
| dc.degree.level | Master of Arts M.A. | en_US |
| dc.description.abstract | The research presented in this thesis examined whether incidental recasts provided by a teacher in a small-group outside a classroom were beneficial to adult ESL learners. The 26 ESL learners who participated in the study were divided into seven small groups (3-5 students per group) and each group participated in an oral activity with a teacher. During the activity, which was videotaped, the teacher provided incidental and extensive recasts to half of each student’s errors; the other half of the errors received no feedback. One day after the small-group activity, students were tested on their ability to detect and correct errors in their own speech. From the videotape, three types of episodes were identified for testing: episodes that involved an error by the student and a recast (error+recast) (n = 111), episodes that involved an error but no recast (error-recast) (n = 111), and episodes that involved no error in the student’s speech (correct) (n = 111). Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results of the study showed that the students benefited from the recasts. It was found that students were able to detect more errors in error+recast episodes than in error-recast episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors from error+recast episodes than from error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes. It was concluded from the results that recasts, even when provided extensively and in a non-dyadic context, can be of benefit to ESL students. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/268 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | Applied Linguistics | en_US |
| dc.subject | Second Language Acquisition | en_US |
| dc.subject | English as a second language | en_US |
| dc.subject | Focus on Form | en_US |
| dc.subject | Corrective feedback | en_US |
| dc.subject | Recasts | en_US |
| dc.subject | Language teaching | en_US |
| dc.subject | Language pedagogy | en_US |
| dc.subject.lcsh | UVic Subject Index::Humanities and Social Sciences::Language::Linguistics | en_US |
| dc.title | Recasts revisited: The role of recasts in error detection and correction by adult ESL students | en_US |
| dc.type | Thesis | en_US |