Recasts as Feedback to Language Learners

By H. Nicholas, P. Lightbown, N. Spada. 2001

498 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cf76c4304ceba84eeaae046d90b8eccfe1eda17a

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Task-Based Interactions in Classroom and Laboratory Settings. (2005, background): “According to Nicholas et al. (2001), a recast is a “correct restatement of a learner’s incorrectly formed utterance” (p.”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “…enhanced by pragmatic variables relating to the research context, with recasts provided consistently by a researcher to a learner in a laboratory setting considered as more salient than recasts provided by a teacher in a classroom setting (e.g., Lyster & Izquierdo, 2009 ; Nicholas et al., 2001 ).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “Although there exists a range of CF explicitness (see Egi, 2007 ; Ellis & Sheen, 2006 ; Iwashita, 2003 ; Leeman, 2003 ; Nicholas, Lightbown, & Spada, 2001 ; Philp, 2003 ; Sato, 2011 ; Sheen, 2006 ), students were simply taught either to let their partners know that there was an error (prompt”
L2 output, reformulation and noticing: Implications for IL development (2003, background): “Noticing can also occur when learners allocate attentional resources to specific features in the input (Schmidt, 1990), or when forms are made salient through interactional feedback (Leeman, in 2003; Long, 1996; Nicholas et al., 2001; Pica, 1994, 1997).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Part of the reason for this could be that in laboratory contexts feedback is provided in dyadic interaction where learners receive individualized attention and is also provided intensively and repeatedly on a single target structure (Nicholas et al., 2001), whereas in classroom contexts feedback is ”
Oral corrective feedback in second language classrooms (2012, background): “As Nicholas et al. (2001) concluded, however, ‘there is a point beyond which recasts are ineffective in changing stabilized interlanguages’ (p. 752).”
Exploring the relationship between characteristics of recasts and learner uptake (2006, background): “As Nicholas et al. (2001) rightly point out, although the role of emphasis in recasts has been considered, in general it has been assumed that recasts constitute an implicit corrective feedback strategy.”