The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context?
The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential r...
| Main Authors: | , |
|---|---|
| Format: | Journal Article |
| Published: |
Monash University ePress on behalf of the Applied Linguistics Association of Australia
2010
|
| Online Access: | http://www.nla.gov.au/openpublish/index.php/aral/issue/view/181 http://hdl.handle.net/20.500.11937/36543 |
| _version_ | 1848754799451832320 |
|---|---|
| author | Oliver, Rhonda Grote, E. |
| author_facet | Oliver, Rhonda Grote, E. |
| author_sort | Oliver, Rhonda |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper. |
| first_indexed | 2025-11-14T08:46:09Z |
| format | Journal Article |
| id | curtin-20.500.11937-36543 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:46:09Z |
| publishDate | 2010 |
| publisher | Monash University ePress on behalf of the Applied Linguistics Association of Australia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-365432017-01-30T13:56:22Z The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? Oliver, Rhonda Grote, E. The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper. 2010 Journal Article http://hdl.handle.net/20.500.11937/36543 http://www.nla.gov.au/openpublish/index.php/aral/issue/view/181 Monash University ePress on behalf of the Applied Linguistics Association of Australia restricted |
| spellingShingle | Oliver, Rhonda Grote, E. The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title | The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title_full | The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title_fullStr | The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title_full_unstemmed | The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title_short | The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? |
| title_sort | provision and uptake of different types of recasts in child and adult esl learners: what is the role of age and context? |
| url | http://www.nla.gov.au/openpublish/index.php/aral/issue/view/181 http://hdl.handle.net/20.500.11937/36543 |