RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Open accessAbstract
This study examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second language learners. The database comprises transcripts of over 18 hours of interaction recorded during 27 lessons in 4 immersion classrooms at the primary level. The 377 recasts in the database have been classified according to their pragmatic functions in classroom discourse and then compared to the teachers' even more frequent use of noncorrective repetition. Findings reveal that recasts and noncorrective repetition fulfill identical functions distributed in equal proportions and, furthermore, that teachers frequently use positive feedback to express approval of the content of learners' messages, irrespective of well-formedness, to accompany, also in equal proportions, recasts, noncorrective repetition, and even topic-continuation moves following errors. The findings suggest that, from the perspective of both learners and teachers, the corrective reformulations entailed in recasts may easily be overridden by their functional properties in meaning-oriented classrooms.
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Recent classroom observation studies have shown that meaningful interaction related to content is typical of immersion classroom discourse.
“Recent classroom observation studies (e.g., Lyster and Ranta, 1997;Lyster, 1998;2002) have shown that meaningful interaction related to content is typical of immersion classroom discourse.”
From Research on form-focused instruction in immersion classrooms: implications for theory and practice (2004) · cites this paper as Lyster, 1998
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- Authors
- Lyster, R.
- Affiliations
- McGill University (CA)
- Corresponding author
- Lyster, Roy
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1998-03
- Volume
- 20
- Issue
- 1
- Pages
- 51-81
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2169598461
- Cited by
- 718
- References
- 0
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 25 · 2023: 22 · 2022: 10 · 2021: 19 · 2020: 35 · 2019: 47 · 2018: 30 · 2017: 19 · 2016: 48 · 2015: 32 · 2014: 54 · 2013: 33 · 2012: 54
- FWCI
- 96.03
- Type
- journal article
- Language
- en
- Open access
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- eScholarship@McGill (McGill) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- recasts, corrective feedback, elementary school students, positive feedback, pragmatic functions, ambiguity, error correction
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