Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness

By S. Loewen, Jenefer Philp. 2006

412 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9e496739c763c0afb2e5ae5d2f6839ec60acb219

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Citations in the corpus

The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms (2014, background): “Met (1998) described a range of CBLT settings along a continuum varying from content-driven to language-driven. At the content-driven end of the continuum are the programmes that are the topic of the present study: immersion and content and language integrated learning (CLIL) programmes, both of whi”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “…and output-pushing types of CF and also overlapped with recasts, many of which, in their own data, proved to “function as confi rmation checks” and thus to occur as “part of negotiation sequences” (Mackey & Philp, 1998 , p. 342; see also Loewen & Philp, 2006 ; Lyster, 1998 ; Sheen & Ellis, 2011 ).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…the potential to push learners to modify their initial erroneous utterance and to produce output (Braidi, 2002; Ellis, Basturkmen, & Loewen, 2001; Loewen & Philp, 2006; Lyster & Ranta, 1997; Panova & Lyster, 2002; Sheen, 2004); thus, Swain’s (1985) Output Hypothesis is often used to explain CF…”
Oral corrective feedback in second language classrooms (2012, background): “Recasts are purported to derive their effectiveness from their implicit and non-obtrusive delivery, while prompts and explicit correction are considered less effective, according to Long (2007), because they allegedly interrupt communication and thus impede acquisition.”
INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change (2007, background): “—and the factors that might influence their interpretations+ Earlier research has pointed to several factors that could critically affect the salience of recasts as feedback+ It has been claimed that recasts become more salient when they target lexical or phonological errors ~e+g+, Carpenter et al+,”
SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT (2008, background): “The interaction hypothesis of SLA ~Gass, 2003; Gass & Mackey, 2007; Long, 1996; Pica, 1994! states that second language ~L2! learning is facilitated through interaction that brings together input features ~e+g+, interactional feedback!, internal learner capacities ~e+g+, attention!, and language out”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “…negotiation for meaning includes confi rmation checks, it overlaps with recasts, many of which “are often part of negotiation sequences and function as confi rmation checks” (Loewen & Philp, 2006 , p. 540; see also Lyster, 1998 ), thus precluding clear comparisons between recasts and negotiation.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…were full recasts—the corrective nature of which may often go unnoticed—as opposed to partial recasts, which are generally considered more effective in drawing learners’ attention to their linguistic gaps (see Egi, 2007 ; Loewen & Philp, 2006 ; Philp, 2003 ; Sheen, 2006 , for more discussion).”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “…added emphasis, factors such as length, single versus multiple corrections, and partial versus full reformulation were not held constant, all of which have been shown to have the capacity to modulate the effective functioning of oral feedback techniques (e.g., Loewen & Philp, 2006 ; Philp, 2003 ).”