author: younghee sheen reporter: na1c0003 洪志隆 recasts, language anxiety, modified output, and...
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Author: Younghee Sheen
Reporter: NA1C0003 洪志隆
Recasts, Language Anxiety, Modified Output, and L2
Learning
RecastRecastRecasts has attracted considerable attention from
SLA theorists and researchers, and has also been
investigated in many descriptive and experimental
studies.
Recasts are assumed to promote learners’ noticing of
form while their primary focus remains on
meaning/message.
Properties of RecastsProperties of RecastsBe directed at features that learners are developmentally
ready to acquire.
Induce noticing.
Be linguistically salient.
Be directed repeatedly at a single linguistic feature.
Learner Uptake and Modified OutputLearner Uptake and Modified Output
A learner uptake move constitutes an attempt on the part of the learner to respond to the feedback.
Modified output refers to learners’ attempts to modify problematic utterances following interactional feedback.
Classification of UptakeClassification of UptakeA simple acknowledgment, such as “‘yeah/ok/oh/yes
Repetition of the original erroneous utterance
Repair by correcting the original error
Partial repair (i.e., one part of the original utterance is repaired, but the rest is still in need of correction).
Modified OutputModified Output
Thus, modified output cannot be equated with either learner uptake or learner repair in the sense that Lyster and Ranta (1997)use these terms.
Learners might produce uptake but not necessarily modify their output, whereas even when they do produce modified output, they might not repair their original error.
A distinction is made between “modified output” and “uptake” and also between “modified output” and “repair.”
Language AnxietyLanguage AnxietyLanguage anxiety is considered one of the most
important affective factors influencing the success of language learning.
Language anxiety constitutes a specific kind of anxiety, aroused by situational factors such as tests, speaking in front of class, and being called on by the teacher
The purpose of this studyThe purpose of this study
To further our understanding of the role played by recasts
in language learning.To establish: (a) the relationship between anxiety and learner responses to the recasts. (b) the effect that classroom anxiety has on the learners’ ability to benefit from the recasts.
Research QuestionsResearch Questions
Does language anxiety influence the effect that recasts have on the grammatical accuracy of L2 learners’ English articles?
Is there a relationship between language anxiety and learners’ responses to recasts?
Research DesignResearch Design
Descript Statistics for Language AnxietyDescript Statistics for Language Anxiety
P.S. One-way ANOVA revealed that these differences were statistically significant, F= 3.62, p < .05
Target StructureTarget Structure
Recast Treatment SequencesRecast Treatment Sequences
S: Crow opened up his mouth and he sang. ←trigger
T: The crow sang? ←recast
S: He sang and sang ←uptake
Operation of RecastOperation of Recast
S: He bought snake. T: He bought a snake. ←a full recast
S: The boy put the snake in the box and then. . .
T: in a box? ←a partial recast
Modified Output and RepairModified Output and Repair
S: So he took a snake home (note: snake has been mentioned before)
T: Ok, he took THE snake home? The boy took THE
SNAKE.
S: Yes, snack /snak/, snack/sneik/ home ←non- target like modified output
Modified Output and RepairModified Output and Repair
S: His mom saw it and yelled at him
T: His mom saw what?
S: saw snake home
T: saw the snake.
S: yes ←no modified output
Modified Output and RepairModified Output and Repair
S: There was the crow who stole. . .
T: There was A crow who stole a piece of cheese.
S: There was a crow. ←target like modified output (repair)
Reliability analysis for language anxietyReliability analysis for language anxiety
Speeded Dictation TestSpeeded Dictation Test
Writing TestWriting Test
Error Correction TestError Correction Test
TLU analysis for dictation and writing testTLU analysis for dictation and writing test
Reliability of TestsReliability of Tests
M and SD for Speeded Dictation TestM and SD for Speeded Dictation Test
Two-way (Time × Group) RM ANOVA revealed a significant Time × Group Interaction in the speeded dictation and writing tests, F= 11.1, p < .001
M and SD for Writing TestM and SD for Writing Test
Two-way (Time × Group) RM ANOVA revealed a significant Time × Group Interaction in the speeded dictation and writing tests, F= 6.65, p < .001
M and SD for Error Correction TestM and SD for Error Correction Test
Two-way (Time × Group) RM ANOVA revealed no significant Time × Group Interaction in the speeded dictation and writing tests, F= 0.78, P > 0.05
Summary of Statistically Significant Summary of Statistically Significant Group DifferencesGroup Differences
Summary of Effect SizesSummary of Effect Sizes
A d-value above 0.8 is considered a large effect size (Norris & Ortega, 2000).
Frequency of Learner RepairFrequency of Learner Repair
Finding of this StudyFinding of this StudyThe low-anxiety recast group scored significantly
higher than the high-anxiety recast group and the low-anxiety control group on both the speeded dictation and writing posttests, the error correction test did not
The less anxious learners were found to produce higher levels of modified output and to repair their errors more than higher anxious learners.
ConclusionConclusionThe results revealed that recasts were only effective for
low-anxiety learners.
The results revealed that low-anxiety learners produced high levels of modified output and more overall repair.
The suggesting that language anxiety is a factor influencing not only whether recasts lead to modified output and repair but also whether they promote learning.
End of this Presentation End of this Presentation