A Study of the Impact of Recasts on Tense Consistency in L2 Output

By ZhaoHong Han. 2002

316 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1135ed91bbca2a684057a5b7d683f0e00edffd0a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Critical Feedback on Written Corrective Feedback Research. (2010, methodology): “These researchers refer to oral corrective feedback studies in SLA (e.g. Doughty & Varela, 1998; Han, 2002; Lyster, 2004) which have reported positive effects of oral corrective feedback as a result of intensively targeting a single linguistic feature.”
Recasts, Language Anxiety, Modified Output, and L2 Learning (2008, background): “Havranek (2002), in a follow-up study to Havranek and Cesnik’s (2001) study, which showed that recasts had the least effect out of all the types of corrective feedback, showed that learner factors such as anxiety played a role in determining the effectiveness of corrective feedback (including recast”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Within experimental studies, those conducted in laboratory settings have often reported more success for feedback such as recasts than experimental classroom studies (e.g. Han, 2002; Ishida, 2004; Lyster & Izquierdo, 2009; Mackey, 2007; Mackey & Philp, 1998; McDonough & Mackey, 2006).”
The relationship between experience, education and teachers’ use of incidental focus-on-form techniques (2004, background): “…and empirical support, for the benefits of specific types of reactive focus on form, such as recasts (e.g., Doughty and Varela, 1998; Leeman, 2003; Han, 2002; Mackey and Philp, 1998), negotiation (e.g., Pica, 1994; Mackey, 1999) and pre-emptive focus on form (e.g., Ellis et al., 2001; Loewen,…”
Evidence in Support of Written Corrective Feedback. (2008, result): “…of comparing outcomes across a range of grammatical forms and structures, oral corrective feedback studies in SLA research (Doughty & Varela, 1998; Han, 2002; Iwashita, 2003; Long, Inagaki, & Ortega, 1998; Lyster, 2004; Mackey & Philp, 1998) have reported reliable results from studies that have…”
LEARNERS' INTERPRETATIONS OF RECASTS (2006, background): “L2 learning; evidence for their positive impact comes from an increasing range of studies conducted in both experimental and classroom contexts ~Ayoun, 2001; Braidi, 2002; Doughty & Varela, 1998; Han, 2002; Havranek, 2002; Iwashita, 2003; Leeman, 2003; Long, Inagaki, & Ortega, 1998; Mackey & Philp, ”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “However, there is empirical evidence that showed that learners can be prompted to use past time reference when describing events even if contextual support is available (e.g., Han, 2002 ).”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “…several studies have examined the efficacy of written corrective feedback as a function of its scope—focused versus unfocused—in improving L2 learners’ overall accuracy (e.g., Ellis, 2009; Ellis et al., 2008; Sheen, Wright, & Moldawa, 2009; for oral feedback, see Doughty & Varela, 1998; Han, 2002).”
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006, background): “…both by the learners+ Experimental studies have attempted to examine the contribution that corrective feedback makes to acquisition ~e+g+, Ayoun, 2004; Han, 2002; Leeman, 2003; Lyster, 2004!+ This research has addressed, among other issues, the relative efficacy of implicit and explicit types of…”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, methodology): “This type of activity has been used frequently in previous studies on past tense (Ellis, 2007 ; Ellis et al., 2006 ; Han, 2002 ).”