Learner Awareness of Recasts in Classroom Interaction: A Case Study of an Adult EFL Student's Second Language Learning

By Toshiyo Nabei, M. Swain. 2002

190 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1d11f92f586a90d8dcafd0a9045395966aadb354

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Younghee Sheen
2. Masatoshi Sato
3. R. Ellis
4. R. Lyster
5. Hossein Nassaji
6. T. Pica
7. S. Loewen
8. W. Tsang

In Language and Linguistics

1. Hossein Nassaji
2. R. Lyster
3. Masatoshi Sato
4. R. Ellis
5. S. Loewen
6. Younghee Sheen
7. Kazuya Saito
8. Dan Brown

Citations in the corpus

• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “On the other hand, Loewen ( 2005 ) found that successful uptake was a signifi cant predictor of accuracy test scores, although Loewen and Philp ( 2006 ), drawing on the same database, later specifi ed that this was the case for prompts but not for recasts (see also Nabei & Swain, 2002 ).”
• REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “…@NS#-nonnative speaker @NNS# as opposed to NNS-NNS interaction!, often also examining the learners’ uptake of recasts+ Three ~Han, 2002; Ishida, 2004; Nabei & Swain, 2002! were longitudinal+ Two ~Ayoun, 2004; Lyster, 2004! were experimental studies designed to investigate the relative…”
• Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms (2004, background): “…forms is beneficial, at least in bringing about learners’ immediate repairs (see Long 1977, for distinction between immediate and lasting modifications; Nabei and Swain 2002, for uptake and long-term learning; Mackey 1999, for delayed impact of feedback on the production of advanced structures).”
• DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION (2004, background): “…in a formoriented foreign language classroom tended to repeat recasts, regardless of whether they were the intended recipients of the recasts ~cf+ Nabei & Swain, 2002!+ For a comprehensive review of recast studies, see Nicholas, Lightbown, and Spada ~2001!+ Based on my own observation…”
• Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, methodology): “For example, the teacher may listen to students while doing an activity such as an oral presentation and then address their errors interactionally after the activity (Nassaji, 2007c, 2011a). Theoretically, there are arguments both for and against delayed and immediate feedback. Such arguments exist ”
• INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology (2006, background): “…source of error that prompts the recasts ~Mackey, Gass, & McDonough, 2000!, their ability to recognize the corrective intent of teachergenerated recasts ~Nabei & Swain, 2002!, and their accuracy in immediate recall of recasts ~Philp, 2003!+ As a result of the tasks’ emphasis on interaction, as…”
• INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, result): “…rate rises to 62% for the immediate testing and 50% for the delayed+ These results are roughly comparable to other studies ~La Pierre, 1994; Nabei & Swain, 2001; Williams, 2001!, which have found participants performing accurately on similar individualized tests+ Although the scores might…”
• The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence (2012, background): “Recasts are likely to be perceived as non-corrective repetitions because of their identical forms and similar frequencies of occurrence in teacher–student interactions (Ammar and Spada, 2006; Lyster, 1998; Nabei and Swain, 2002).”
• REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation (2005, unknown): “…Kern, 1994!, interlanguage pragmatics ~Cohen & Hosenfeld, 1981; Kasper & Blum-Kulka, 1993!, and oral interaction research ~Mackey, Gass, & McDonough, 2000; Nabei & Swain, 2002; Philp, 2003!, to L2 attention and awareness studies ~Leow, 1997, 1998, 2000, 2001a, 2001b; Rosa & Leow, 2004a, 2004b;…”