Jenefer Philp & Shawn LoewenJenefer Philp & Shawn Loewen

University of Auckland, University of Auckland,

New ZealandNew Zealand

Recasts in the ESL classroom:Comparing the effectiveness of different types of corrective feedback

RecastsRecasts

Target-like reformulations following a Target-like reformulations following a learner’s non-TL utterance.learner’s non-TL utterance.

Maintains the central meaning, while Maintains the central meaning, while changing elements of the form (lexical, changing elements of the form (lexical, morphological, syntactic, phonological morphological, syntactic, phonological components). (Long, 1996)components). (Long, 1996)

Example 1 (Loewen 2002)Example 1 (Loewen 2002)

Kao: Kao: his crime was uh when he was uh seventeen uh his crime was uh when he was uh seventeen uh he over drunk he drank too much and get fight with he over drunk he drank too much and get fight with some boy and the boy uh get got into unconscioussome boy and the boy uh get got into unconscious

T: T: became unconsciousbecame unconsciousKao:Kao: became unconscious and permanently damaged became unconscious and permanently damaged

his brainhis brain

Example 2 (Philp, 1998)Example 2 (Philp, 1998)

NNS NNS why why is the why is he why is the son read why why is the why is he why is the son read read the table?read the table?

NSNS why is he ah setting the table?why is he ah setting the table?NNSNNS uh huhuh huh

Features of recastsFeatures of recasts

Provides implicit negative feedback Provides implicit negative feedback

Juxtaposes the learners’ incorrect Juxtaposes the learners’ incorrect utterance with the target-like versionutterance with the target-like version

Contingent on the learner’s productionContingent on the learner’s production

Incidental Incidental

Corrective feedback in the L2 Corrective feedback in the L2 classroom classroom

Elicitation moves : repetition, clarification Elicitation moves : repetition, clarification requests, promptsrequests, prompts

Informs: explicit correctionInforms: explicit correction

RecastsRecasts

Recasts in the classroomRecasts in the classroom

Impact of context (Morris & Tarone, 2003; Impact of context (Morris & Tarone, 2003; Seedhouse, 1997; van Lier, 1988) Seedhouse, 1997; van Lier, 1988)

Range in explicitness and salience Range in explicitness and salience (Nicholas, Lightbown & Spada, 2001; Ellis, (Nicholas, Lightbown & Spada, 2001; Ellis, to appear) to appear)

Salience and response movesSalience and response moves

1.1.            PhPhdriverdriver2.2.            TT a driver did you say?a driver did you say?3.3.            PhPhscrew screw driverscrew screw driver4.4.            TT what’s a school driver? what’s a school driver? Screwdriver Screwdriver 5.5.            PhPhscrewdriverscrewdriver6.6.            TT a screwdrivera screwdriver7. 7. PhPh screwdriverscrewdriver8. T8. T yeah I think I’d call that a tool that’s yeah I think I’d call that a tool that’s

that’s not an appliance it’s not powered by that’s not an appliance it’s not powered by electricityelectricity

1.1.            T:T: you have to tell this story to Jack you have to tell this story to Jack okay not your story you’re telling the okay not your story you’re telling the story “girl had bullet in her scalp”.story “girl had bullet in her scalp”.

2.2.            S:S: the title of the story is girl had blood the title of the story is girl had blood in her scalpin her scalp

3.3.            T:T: blood?blood?

4.4.            S:S: blootbloot

5.5.            T:T: bullet bullet=bullet bullet=

6. S:6. S: =bullet bullet in her scalp is about =bullet bullet in her scalp is about is aboutis about

Prosodic emphasis (stress)Prosodic emphasis (stress)

1.1.            H: H: some people have racismsome people have racism

2.2.            T: T: some people ARE racistsome people ARE racist

3.3.            H: H: are racistare racist

SegmentationSegmentation

1.1.            Thom: Thom: yeah and uh when they went yeah and uh when they went to the ban the gateway and they stu- stu- in to the ban the gateway and they stu- stu- in

2.2.            T: T: got stuckgot stuck

3.3.            Thom: Thom: got stuck on the rova, ro:got stuck on the rova, ro:

IntonationIntonation

Declarative recastDeclarative recast

Interrogative recastInterrogative recast

(Lyster 1998; Sheen 2004)(Lyster 1998; Sheen 2004)

Are recasts beneficial?Are recasts beneficial?

Juxtaposition of the correct with the Juxtaposition of the correct with the incorrectincorrect

Congruent with the learner’s productionCongruent with the learner’s production

Maps meaning to formMaps meaning to form

Incidental & transitory Incidental & transitory

(Doughty, 2001; Long, to appear; Philp, 1998)(Doughty, 2001; Long, to appear; Philp, 1998)

If noticed…If noticed…

Noticing is crucial (Gass, 1997; Mackey, in Noticing is crucial (Gass, 1997; Mackey, in press; Philp, 1998; Schmidt, 1993, 2001)press; Philp, 1998; Schmidt, 1993, 2001)

Recasts may help learners ‘notice the gap’Recasts may help learners ‘notice the gap’

Potential limitations of recastsPotential limitations of recasts

Ambiguous Ambiguous

Learners are not pushed in their outputLearners are not pushed in their output

Differentially beneficial depending on formDifferentially beneficial depending on form

Other forms of feedback may be more beneficialOther forms of feedback may be more beneficial

(Ellis, to appear; Lyster, 1998, 2004; Lyster & Ranta, 1997; (Ellis, to appear; Lyster, 1998, 2004; Lyster & Ranta, 1997; Panova & Lyster, 2002)Panova & Lyster, 2002)

Research QuestionsResearch Questions

Description of recasts in the L2 classroomDescription of recasts in the L2 classroom

Effectiveness of recasts (post tests / Effectiveness of recasts (post tests / successful uptake)successful uptake)

Differences between recasts and effects Differences between recasts and effects on test performance / successful uptakeon test performance / successful uptake

Data (Loewen, 2002)Data (Loewen, 2002)

17 hours of classroom interaction17 hours of classroom interaction

12 ESL classrooms12 ESL classrooms

118 adult intermediate-level learners118 adult intermediate-level learners

Tailor-made tests 1-3 days and 2 weeks Tailor-made tests 1-3 days and 2 weeks laterlater

TEST: Correction ExampleTEST: Correction ExampleThe following sentences are incorrect or inappropriate. The following sentences are incorrect or inappropriate.

Please listen and tell me how you could make the Please listen and tell me how you could make the sentences better.sentences better.

  1. I used to wear the balaclava for protection to wind 1. I used to wear the balaclava for protection to wind

and cold.and cold.  S: when I was soldier I used to wear the balaclavaS: when I was soldier I used to wear the balaclavaT: and why did you wear it S for protection from the cold or for T: and why did you wear it S for protection from the cold or for

another reasonanother reasonS: just wind uh S: just wind uh protection to wind and coldprotection to wind and coldT: T: protection fromprotection fromS: S: uh from wind and colduh from wind and cold

T: right, okay not for a disguiseT: right, okay not for a disguise   

Test: PronunciationTest: Pronunciation

Learners were asked to first read aloud a Learners were asked to first read aloud a sentence containing the targeted sentence containing the targeted word/phrase and then to read aloud the word/phrase and then to read aloud the target word/phrase in isolation. target word/phrase in isolation.

Coding of dataCoding of data

Type of feedback moveType of feedback move

Recasts: segmentation, stress, length, Recasts: segmentation, stress, length, number of changes, complexity and number of changes, complexity and intonationintonation

Uptake: successful uptake, no uptake, no Uptake: successful uptake, no uptake, no chancechance

Test performance: correct, incorrectTest performance: correct, incorrect

1. Response moves1. Response moves

05

101520253035404550

%

RecastInformElicitation

2. What is the nature of recasts 2. What is the nature of recasts in the L2 classroom?in the L2 classroom?

Linguistic focusLinguistic focus

0

5

10

15

20

25

30

35

%

Lexical

Morpho-syntacticPhonological

Multiple

Length of recastLength of recast

0

10

20

30

40

50

60

70

ShortLong

StressStress

0

10

20

30

40

50

60

70

80

90

%

UnstressedStressed

IntonationIntonation

0

10

20

30

40

50

60

70

80

90

%

DeclarativeInterrogative

Response movesResponse moves

0

10

20

30

40

50

60

70

%

1 recast

>1 responsemove

SegmentationSegmentation

0

10

20

30

40

50

60

70

%

SegmentedWhole

Recall on Post TestRecall on Post Test

Learners were able to recall at least 50% of Learners were able to recall at least 50% of test itemstest items

No significant differences in learners’ ability to No significant differences in learners’ ability to recall correctly on the tests and they type of recall correctly on the tests and they type of feedback they had received.feedback they had received.

– Post test: Chi square (2, 180) p =.114Post test: Chi square (2, 180) p =.114– Delayed post test: Chi square (2, 188) p = .577Delayed post test: Chi square (2, 188) p = .577

Successful UptakeSuccessful Uptake

Recasts resulted in high levels of Recasts resulted in high levels of successful uptake (72.6%)successful uptake (72.6%)Elicitation moves associated with Elicitation moves associated with significantly higher numbers of successful significantly higher numbers of successful uptake (88.3%)uptake (88.3%)Informs associated with significantly higher Informs associated with significantly higher levels of Unsuccessful uptake levels of Unsuccessful uptake – Chi square (2, 363) = 16.63, p<.001Chi square (2, 363) = 16.63, p<.001

Successful uptake Successful uptake and test performanceand test performance

(Logistic regression)(Logistic regression)

Successful uptake predicted by :Successful uptake predicted by :

Stress Stress 13.23513.235 .000.000

ComplexityComplexity 5.0525.052 .000.000

IntonationIntonation .351.351 .014.014

Number of changesNumber of changes .519.519 .068.068

Recasts and test performanceRecasts and test performance

(Logistic regression)(Logistic regression)

Correct and partially correct test scores Correct and partially correct test scores predicted by :predicted by :

Morpheme LengthMorpheme Length .509.509 .149.149

IntonationIntonation 2.2062.206 .084.084

Number of changesNumber of changes .519.519 .068.068

SummarySummary

50% of corrective feedback moves are recasts.50% of corrective feedback moves are recasts.

High levels of successful uptake, with 88% for High levels of successful uptake, with 88% for elicitation moves.elicitation moves.

No significant difference between teachers’ No significant difference between teachers’ response moves and performance on tests. response moves and performance on tests. Recasts were associated with 50% success rate.Recasts were associated with 50% success rate.

The majority of recasts in these ESL The majority of recasts in these ESL classrooms were:classrooms were:

ShortShort

StressedStressed More More

DeclarativeDeclarative ExplicitExplicit

SegmentedSegmented

Recasts and Successful UptakeRecasts and Successful Uptake

StressStress

>1 response move >1 response move successful successful uptakeuptake

One changeOne change

Falling intonationFalling intonation

Recasts and Post Test RecallRecasts and Post Test Recall

Rising intonationRising intonation

Shorter recasts Shorter recasts recall on recall on post testspost tests

One changeOne change

DiscussionDiscussion

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