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Focus on form in communication EFL c...

Teachers College, Columbia University.

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Focus on form in communication EFL classrooms: A study of learner recognition of recasts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Focus on form in communication EFL classrooms: A study of learner recognition of recasts./
作者:	Kim, Ji Hyun.
面頁冊數:	236 p.
附註:	Adviser: ZhaoHong Han.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3327125
ISBN:	9780549791546

Focus on form in communication EFL classrooms: A study of learner recognition of recasts.
Kim, Ji Hyun.

Focus on form in communication EFL classrooms: A study of learner recognition of recasts. - 236 p.

Adviser: ZhaoHong Han.

Thesis (Ed.D.)--Teachers College, Columbia University, 2008.

It is generally accepted that recasts, due to their juxtaposition to incorrect forms, may facilitate learner noticing of gaps between the target language and the interlanguage. In turn, noticing the gap has been considered an essential step towards second language (L2) development. However, some studies claim that recasts provided in classrooms may not be very effective in triggering learner noticing since they tend to be perceived as responses to content rather than as corrections to errors.

ISBN: 9780549791546Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Focus on form in communication EFL classrooms: A study of learner recognition of recasts.
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100 1 $a Kim, Ji Hyun. $3 1026422
245 1 0 $a Focus on form in communication EFL classrooms: A study of learner recognition of recasts.
300 $a 236 p.
500 $a Adviser: ZhaoHong Han.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2998.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2008.
520 $a It is generally accepted that recasts, due to their juxtaposition to incorrect forms, may facilitate learner noticing of gaps between the target language and the interlanguage. In turn, noticing the gap has been considered an essential step towards second language (L2) development. However, some studies claim that recasts provided in classrooms may not be very effective in triggering learner noticing since they tend to be perceived as responses to content rather than as corrections to errors.
520 $a This study investigated learner recognition of recasts in EFL classrooms in Korea. Nine high beginning/low intermediate communicative classrooms were observed and videotaped, and three different introspective tools (i.e., recall chart, oral stimulated recall, and written stimulated recall) and a post-exposure recognition test were employed to measure learner recognition of recasts. The study examined (1) the extent to which teacher intent and learner interpretation overlapped; (2) the extent to which learners accurately recognized the gaps between the trigger utterances and the recasts, and whether such recognition of gaps was related to six external variables (i.e. teacher intent, direct recipients vs. observers, complexity, linguistic content, forms, and prosodic emphasis); (3) which variables were predictive of recasts; and (4) whether recognition of gaps was correlated to learner uptake. It was found that learners were able to accurately interpret teacher intent and that recasts triggered a relatively high rate of recognition of gaps. Except for the addressee type (direct recipients vs. observers), the degree of learner recognition of gaps was related to the other five external variables. This finding suggests that different levels of salience of recasts can be adjusted through manipulating teacher intent, function, topic-continuity, prosodic stress, linguistic focus, and complexity. In addition, the study found that learner recognition of gaps was strongly correlated with learner successful uptake.
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