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Cited by 271EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

THE CASE AGAINST THE CASE AGAINST RECASTS

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Goo, Jaemyung, Mackey, Alison·2013·Studies in Second Language Acquisition
DOI 10.1017/s0272263112000708
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Abstract

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.

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  • A large body of research (well over 60 studies) on recasts has shown that implicit negative feedback leads to substantial learning gains in grammar and vocabulary.

    “a large body of research-well over 60 studies-on recasts, another device for achieving incidental focus on form, has shown that the implicit negative feedback they provide leads to substantial learning gains in grammar and vocabulary”

    From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Goo & Mackey, 2013

    The opening section says that more than 60 studies used the input-and-interaction approach, many finding positive associations between recasts and learning; it does not say that all 60-plus studies were on recasts or showed gains. “The Case for Recasts” reports large mean effect sizes and examples of grammatical learning, and “What Are Recasts and Why Should We Study Them?” classifies recasts as implicit negative feedback. The passages found do not establish substantial vocabulary gains from recasts; vocabulary development appears only in a reference title (page numbers unavailable). (LLM, conf=0.87)

    Experimental — accuracy not yet measured

  • Theoretical arguments and empirical investigation have been used to support the superiority of both input-providing feedback and output-prompting feedback, although some studies have also found similar effects between the two.

    “Theoretical arguments and empirical investigation have been used to support the superiority of both input-providing feedback (e.g.Long 2007;Goo & Mackey 2013) and output-prompting feedback (e.g.Lyster 2004;Lyster & Ranta 2013), although some studies have also found similar effects between the two (e.g.Loewen & Nabei 2007).”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Goo & Mackey 2013

    In “The Case for Recasts” (page unavailable), the paper reviews empirical evidence that recasts aid learning. But its Conclusion says recasts and prompts may play different or complementary roles and discourages simple comparisons; it does not establish the superiority of input-providing feedback over output-prompting feedback. The citations for the other parts of the sentence are to different works. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Goo and Mackey (2013) argue for carefully designed studies investigating the effects of narrowly prescribed types of corrective feedback.

    “Goo and Mackey (2013), for example, argue for carefully designed studies that investigate the effects of narrowly prescribed types of corrective feedback.”

    From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Goo and Mackey (2013)

  • There is now substantial evidence that recasts do facilitate attention and learning.

    “There is now substantial evidence that recasts do facilitate attention and learning (see, for example, Goo & Mackey, 2013)”

    From Focus on form: A critical review (2016) · cites this paper as Goo & Mackey, 2013

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Authors
Goo, J., & Mackey, A.
Affiliations
  • Gwangju National University of Education (KR)
  • Georgetown University (US)
ORCID
Venue
Studies in Second Language Acquisition
Publisher
Cambridge University Press (CUP)
Published
2013-02-04
Volume
35
Issue
1
Pages
127-165
ISSN
  • 0272-2631 (ISSN-L)
  • 1470-1545
DOI
10.1017/s0272263112000708
OpenAlex
W2004467571
Cited by
271
References
10
Citations by year
2026: 7 · 2025: 5 · 2024: 8 · 2023: 6 · 2022: 9 · 2021: 62 · 2020: 30 · 2019: 43 · 2018: 20 · 2017: 11 · 2016: 23 · 2015: 18 · 2014: 23 · 2013: 2 · 2012: 3
FWCI
153.39
Type
journal article
Language
en
Open access
Licence
www.cambridge.org/core/terms (unspecified)
Locations
  • Studies in Second Language Acquisition (publishedVersion)
  • Lancaster EPrints (Lancaster University) (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords
recasts, corrective feedback, second language acquisition, form-focused instruction, prior knowledge

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