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Cited by 58EFL/ESL Teaching and LearningPhonetics and Phonology ResearchSecond Language Acquisition and Learning

THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT

Parlak, Özgür, Ziegler, Nicole·2017·Studies in Second Language Acquisition
DOI 10.1017/s0272263116000310
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Abstract

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.

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  • Learners perceived the SCMC context as being less stressful and more helpful for language learning.

    “Additionally, results revealed that learners perceived the SCMC context as being less stressful and more helpful for language learning.”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Parlak & Ziegler 2017

  • Parlak & Ziegler (2017) found no statistical differences in comparisons with control groups for recasts on English lexical stress errors in FTF interaction and oral synchronous computer-mediated communication (SCMC).

    “For example, Parlak & Ziegler (2017), in an investigation of the effects of recasts on English lexical stress errors in FTF interaction and oral synchronous computer-mediated communication (SCMC), found no statistical differences in comparisons with control groups.”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Parlak & Ziegler 2017

  • The FTF recast group did alter vowel duration following feedback.

    “However, the researchers found that the FTF recast group did alter vowel duration following feedback.”

    From Interaction and instructed second language acquisition (2018) · cites this paper as Parlak & Ziegler 2017

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Authors
Parlak, Ö., & Ziegler, N.
Affiliations
  • American University of Sharjah (AE)
  • University of Hawaiʻi at Mānoa (US)
Corresponding author
Parlak, Özgür
ORCID
Venue
Studies in Second Language Acquisition
Publisher
Cambridge University Press (CUP)
Published
2016-11-10
Volume
39
Issue
2
Pages
257-285
ISSN
  • 0272-2631 (ISSN-L)
  • 1470-1545
DOI
10.1017/s0272263116000310
OpenAlex
W2549810538
Cited by
58
References
118
Citations by year
2026: 1 · 2025: 8 · 2024: 5 · 2023: 2 · 2022: 3 · 2021: 9 · 2020: 17 · 2019: 6 · 2018: 4 · 2017: 3
FWCI
27.59
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified)
Locations
Studies in Second Language Acquisition (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
recasts, word stress, primary stress, synchronous computer-mediated communication, second language pronunciation, intermediate English learners, face-to-face interaction, syllable duration, pitch, intensity, acoustic analysis, role-play tasks, information sharing

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