Exploring the relationship between characteristics of recasts and learner uptake
Abstract
This study presents a taxonomy of the recasts that arose in communicative ESL and EFL classrooms. The taxonomy is used to examine the relationship between different characteristics of recasts and learner uptake/repair. Characteristics that were significantly related to uptake were the length of recasts (short vs. long), the linguistic focus (pronunciation vs. grammar), the type of change (substitution vs. addition). Also, these features - along with mode (declarative vs. interrogative), the use of reduction (partial recasts) and the number of changes (one vs. multiple) - were associated with learner repair. These results are discussed in terms of a general distinction between implicit and explicit recasts and the extent to which recasts are salient to learners linguistically and pragmatically. The study suggests that explicit recasts lead to more uptake/repair because they are focused on a single linguistic feature and the reformulated item is salient to learners.
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Sheen (2006) found that FonFs instruction led to greater learning than FonF.
“Sheen (2006) found that FonFs instruction led to greater learning than FonF but this study was seriously flawed.”
From Focus on form: A critical review (2016) · cites this paper as Sheen (2006)
Sheen's (2006) study was seriously flawed.
“Sheen (2006) found that FonFs instruction led to greater learning than FonF but this study was seriously flawed.”
From Focus on form: A critical review (2016) · cites this paper as Sheen (2006)
These studies only go some way to addressing Sheen's (2006) call for comparative studies of FonF and FonFs and they certainly do not allow any clear conclusions to be reached.
“These studies only go some way to addressing Sheen's (2006) call for comparative studies of FonF and FonFs and they certainly do not allow any clear conclusions to be reached.”
From Focus on form: A critical review (2016) · cites this paper as Sheen's (2006)
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 4,910 · cited 1× · see citing works
“Noticing, according to Schmidt (1990; 1995), is necessary for learning to take place.”
BackgroundCORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,259 · cited 6× · see citing works
“It is likely that the lack of an agreed operational definition of recasts and the fact that they vary in explicitness depending on the type has contributed to the conflicting findings of research to date (cf. Doughty and Varela, 1998; Ellis et al., 2001; Lyster and Ranta, 1997).”
BackgroundResultInfluentialINPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Mackey, A. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199004027 · Cited by 772 · see citing works
INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING
Loewen, S. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050163 · Cited by 381 · see citing works
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The effectiveness of corrective feedback in SLA: A meta-analysis
Li, S. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00561.x · Cited by 941 · see citing works
ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis
Lyster, R., & Saito, K. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990520 · Cited by 838 · see citing works
Corrective Feedback and Teacher Development
Ellis, R. (2009) · L2 Journal · doi:10.5070/l2.v1i1.9054 · Cited by 659 · see citing works
Focus on form: A critical review
Ellis, R. (2016) · Language Teaching Research · doi:10.1177/1362168816628627 · Cited by 417 · see citing works
Recasts, language anxiety, modified output, and L2 learning
Sheen, Y. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00480.x · Cited by 330 · see citing works
Self-citationQuantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research
Plonsky, L., & Gass, S. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00640.x · Cited by 267 · see citing works
Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
Smith, B. (2012) · Language Learning & Technology · doi:10.64152/10125/44300 · Cited by 177 · see citing works
Egi, T. (2007) · Studies in Second Language Acquisition · doi:10.1017/s0272263107070416 · Cited by 137 · see citing works
Saito, K. (2013) · Language Learning · doi:10.1111/lang.12015 · Cited by 75 · see citing works
Parlak, Ö., & Ziegler, N. (2017) · Studies in Second Language Acquisition · doi:10.1017/s0272263116000310 · Cited by 58 · see citing works
- Authors
- Sheen, Y.
- Affiliations
- University of Nottingham (GB)
- Corresponding author
- Sheen, Younghee
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2006-10
- Volume
- 10
- Issue
- 4
- Pages
- 361-392
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2088907534
- Cited by
- 386
- References
- 4
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 9 · 2023: 12 · 2022: 14 · 2021: 58 · 2020: 19 · 2019: 47 · 2018: 17 · 2017: 17 · 2016: 26 · 2015: 23 · 2014: 21 · 2013: 26 · 2012: 35
- FWCI
- 51.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- 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, learner uptake, pronunciation feedback, grammar feedback, substitution, addition, reduction, second language acquisition, communicative language teaching
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