Research on the role of recasts in L2 learning

2020 ◽  
Vol 53 (3) ◽  
pp. 289-315
Author(s):  
Jaemyung Goo
Keyword(s):  
Empirical Studies ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Moderator Variables ◽  
L2 Learning ◽  
L2 Development ◽  
Scholarly Discussion ◽  
Negotiation For Meaning ◽  
Meta Analyses

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

scholarly journals THE CASE AGAINST THE CASE AGAINST RECASTS

2013 ◽  
Vol 35 (1) ◽  
pp. 127-165 ◽  
Author(s):  
Jaemyung Goo ◽  
Alison Mackey
Keyword(s):  
Prior Knowledge ◽  
Corrective Feedback ◽  
Multiple Comparisons ◽  
Second Languages ◽  
Learning Contexts ◽  
Different Types ◽  
L2 Learning ◽  
Interaction Approach ◽  
Single Versus

In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts is neither convincing nor useful for advancing the field and that more triangulated approaches to research on all types of corrective feedback, employing varied and rigorous methodological designs, are necessary to further our understanding of the role of corrective feedback in L2 learning.

scholarly journals IS A RED CARD FOR LEARNERS’ USE OF THEIR L1 IN L2 LESSONS FAIR? A SOCIOCULTURAL ACCOUNT

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Le Van Canh ◽  
Pham Thi Hang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Empirical Studies ◽  
First Language ◽  
Controversial Issues ◽  
Mediating Role ◽  
L2 Learning ◽  
Effective Use

One of the controversial issues in second language acquisition research is the role of learners’ first language in their second language learning. Traditionally, first language was assumed to get in the way or interfere with the learning of the L2, and therefore, the first language must be banned in the foreign language classroom. However, this view has recently been reexamined and questioned by empirical studies conducted within the sociocultural perspectives. The goal of this paper is to provide new insights into the mediating role of the first language by reviewing those studies. The paper suggests that L1, when appropriately and systematically used, can be an enabling tool that scaffolds learners in completing cognitively complex and demanding L2 learning tasks. Towards this goal, research directions are also suggested. However, it is important to note that this paper is not intended to encourage teachers and learners to use the L1 in the L2 classroom unsystematically and inappropriately; rather its goal is to encourage teachers to research their classroom in order to find optimal and effective use of L1 for mediating the success of L2 learning.

scholarly journals Future directions in feedback on second language writing: Overview and research agenda

2010 ◽  
Vol 10 (2) ◽  
pp. 171 ◽  
Author(s):  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Research On Research ◽  
Effective Feedback ◽  
Written Corrective Feedback ◽  
Language Writing

This article provides an overview of the contributions made to this special issue on feedback by the seven papers, examining how they reflect both the growing interest in different areas of research into feedback on writing and the continuing search by teachers for more effective feedback practices. Focusing first on the papers by Van Beuningen, Storch, Evans, Hartshorn and Allen, it discusses how these papers situate written corrective feedback research in the wider area of second language acquisition research and contribute to the debate in feedback research on research design issues. This is followed by an examination of the major findings of the four situated empirical studies by Bitchener, Ma, El-ebyary and Windeatt, and Martinez and Roca, which make up the second section. Echoing the authors of these papers, this article argues that we need more longitudinal naturalistic studies, adopting both cognitive and socio-cultural SLA frameworks to investigate the role of feedback and its impact on individual learners in more depth. Finally some pedagogic implications are discussed, including the need for feedback practices which facilitate students’ abilities to self regulate and evaluate their performance, and the need to raise teachers’ awareness of the different feedback sources and modes of delivery available to them.

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback

2019 ◽  
Vol 2 (2) ◽  
pp. 233-257
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Treatment Session ◽  
Delayed Feedback ◽  
Elicited Imitation ◽  
Immediate Feedback ◽  
Final Treatment ◽  
L2 Development

Abstract This paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.

Field of View Issues on the Flight Deck

2016 ◽  
Vol 60 (1) ◽  
pp. 56-60 ◽  
Author(s):  
Christopher Wickens ◽  
Angelia Sebok ◽  
Patricia McCormick ◽  
Brett Walters
Keyword(s):  
Visual Detection ◽  
General Trend ◽  
Empirical Studies ◽  
Field Of View ◽  
Primary Field ◽  
Moderator Variables ◽  
Point Of Interest ◽  
Profound Influence ◽  
Meta Analyses ◽  
Flight Deck

Twenty-eight empirical studies provided data for four meta-analyses on visual detection and discrimination inflight-decktypical tasks, at varying degrees of eccentricity relative to a central point of interest. The data revealed a general trend for poorer performance at increasing eccentricity, and greater degradation when eye movements were prevented. The data failed to reveal a systematic discontinuity of performance degradation beyond 15°, which defines the typical “primary field of view” in the cockpit, but they reveal a 14% miss rate and 21% discrimination error rate at that location. The results also point to the profound influence of moderator variables of expectancy and salience on eccentric visual performance.

scholarly journals Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

2016 ◽  
Vol 9 (11) ◽  
pp. 85
Author(s):  
Jin Chen ◽  
Jianghao Lin ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Empirical Research ◽  
Corrective Feedback ◽  
L2 Acquisition ◽  
L2 Development ◽  
L2 Production ◽  
History Of ◽  
Controversial Topic

<p>Corrective feedback (CF) refers to the responses or treatments from teachers to a learner’s nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.</p>

Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task

2021 ◽  
Vol 44 (3) ◽  
pp. 314-334
Author(s):  
Lin Jiang ◽  
Yingxuan Luo ◽  
Jianling Zhan
Keyword(s):  
Teaching And Learning ◽  
Oral Performance ◽  
Oral Production ◽  
Positive Effects ◽  
L2 Speaking ◽  
L2 Learning ◽  
L2 Development ◽  
High Interaction ◽  
Interaction Intensity

Abstract This study aims to uncover the relationship between interaction and alignment in a reading-speaking integrated continuation task, especially focusing on whether an increase in interaction intensity can lead to stronger alignment and further generate positive effects on L2 learning. To this end, 31 participants were asked to perform reading-speaking integrated continuation tasks under three different conditions featuring low, medium and high interaction intensity respectively. The results showed that 1) alignment existed in the reading-speaking integrated continuation task; 2) increasing interaction intensity generated stronger alignment at both linguistic and situational levels; 3) growing interaction intensity contributed to more coherent and accurate L2 oral production. These findings not only proved the workings of mind-body-world alignment, but also testified that increasing interaction intensity could bring about a stronger alignment effect (Wang, 2010), which then contributed to better L2 oral performance. These findings confirm again the role of interaction in L2 learning and suggest that alignment could possibly be a mediating factor that links interaction and L2 development. Pedagogical implications for teaching and learning L2 speaking are discussed.

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

The Role of Theories of Embodied Cognition in Research and Modeling of Emotions

2019 ◽  
Vol 62 (5) ◽  
pp. 124-138
Author(s):  
Alexandra V. Shiller
Keyword(s):  
Artificial Intelligence ◽  
Embodied Cognition ◽  
Mirror Neurons ◽  
Empirical Studies ◽  
Unknown Quantity ◽  
Emotional Processes ◽  
Strong Artificial Intelligence ◽  
European Philosophy ◽  
Postmodern Philosophy

The article analyzes the role of theories of embodied cognition for the development of emotion research. The role and position of emotions changed as philosophy developed. In classical and modern European philosophy, the idea of the “primacy of reason” prevailed over emotions and physicality, emotions and affective life were described as low-ranking phenomena regarding cognitive processes or were completely eliminated as an unknown quantity. In postmodern philosophy, attention focuses on physicality and sensuality, which are rated higher than rational principle, mind and intelligence. Within the framework of this approach, there is a recently emerged theory of embodied cognition, which allows to take a fresh look at the place of emotions in the architecture of mental processes – thinking, perception, memory, imagination, speech. The article describes and analyzes a number of empirical studies showing the impossibility of excluding emotional processes and the significance of their research for understanding the architecture of embodied cognition. However, the features of the architecture of embodied cognition remain unclear, and some of the discoveries of recent years (mirror neurons or neurons of simulation) rather raise new questions and require further research. The rigorously described and clear architecture of the embodied cognition can grow the theoretical basis that will allow to advance the studies of learning processes, language understanding, psychotherapy techniques, social attitudes and stereotypes, highlight the riddle of consciousness and create new theories of consciousness or even create an anthropomorphic artificial intelligence that is close to “strong artificial intelligence.”

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