Rethinking Recasts: A Learner-Centered Examination of Corrective Feedback in the Japanese Language Classroom

By J. Hall, L. Verplaetse. 2000

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d384626aced731dd59980143724dba9c6470bc2a

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Investigating the merits of pair work on a text editing task in ESL classes (2007, background): “As Ohta (2000) points out, repetition may be unvocalized and thus not captured by our data collection instruments.”
Variation in the frequency and characteristics of incidental focus on form (2003, background): “Some studies (Ellis et al., 1994; Ohta, 2000) suggest that observers of focus on form may benefit as well.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…on account of relatively fewer instances of learner uptake following recasts (Lyster & Ranta, 1997 ; Panova & Lyster, 2002 ; but see Braidi, 2002 ; Ohta, 2000 ; Oliver, 1995 ; Sheen, 2004 , for different results regarding learner uptake following recasts, along with Gass, 2003 ; Mackey & Philp,…”
Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, background): “A number of researchers (Long, forthcoming; Ohta, 2000) argue against the use of ‘uptake’ as a measure of acquisition on the grounds that uptake is merely a discourse phenomenon, which may or may not be related to the psycholinguistic processes involved in language acquisition.”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Using a socio-cultural perspective, Ohta (2000) examined the use of uptake in the form of private speech in response to recasts in L2 Japanese classrooms.”
CONSTRAINTS ON “NOTICING THE GAP” (2003, methodology): “Although reducing the possibility of “pushed” output (Calvé, 1992; Pica, Holliday, Lewis, & Morgenthaler, 1989; Swain, 1995), recasts have been argued to be an important source of feedback to L2 learners (Long & Robinson, 1998; Mackey & Philp, 1998; Ohta, 2000) and appear to be more prevalent in the”