The Effects of Explicit Recasts and Output-only Prompts on Learning L2 Grammar
Sarandi, Hedayat and Celik, Mehmet
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Abstract
This quasi-experimental study investigates the potential benefits of two
types of corrective feedback strategies, explicit recasts and
output-only prompts, on the acquisition of English third person `-s'.
Thirty-six language learners in three intact classes from a university
in Istanbul were assigned into two experimental groups and a control
group and completed communicative tasks that made the use of the target
language necessary. The explicit recast was operationalized as
repetition of erroneeous utterances followed by supra-segmental
manipulation where stress and intonation were employed to make the
corrective force of recasts salient. Output-only prompts were
operationalized as repetition and elicitation. Acquisition was measured
through untimed grammaticality judgment tests (UGJT) and oral narration
tasks that were administered prior to the instructions, immediately
after the instructions and 10 days later. The analysis of data revealed
a clear advantage of explicit recast on the oral measures of the
immediate posttest, and to lesser extent, the delayed posttest. The
findings suggested that, at least in some EFL contexts, explicit recasts
might have a more positive impact on the acquisition process than
output-only prompts.... Show more Show less