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Declarative Knowledge : Does It Mediate the Effect of Recasts and Prompts in an EFL Classroom Setting?

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.8 No.2 (2011.06)바로가기
  • 페이지
    pp.1-25
  • 저자
    Afsar Rouhi, Zahra Javan-Amani
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182312

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원문정보

초록

영어
The effect of recasts and prompts on L2 accuracy has already been explored intimately in classroom settings. This study, however, investigates the moderating effect of declarative knowledge on recasts and prompts. To this purpose, 48 Iranian learners of English were assigned to four conditions: +declarative knowledge (DK) recasts, -DK recasts, +DK prompts, and -DK prompts. This assignment was made based on the performance of participants on an untimed grammaticality judgment and a metalinguistic knowledge test which were focused on simple present yes/no and wh- question forms. Learners who appeared to be familiar with the forms in focus were assigned to +recasts and +prompts while those who were unfamiliar with the forms were assigned to -recasts and -prompts groups. A story-completion task and a spot-the-difference task were performed by the participating groups to serve as the pre- and post-test of the study. During communicative interaction, the 4 groups involved received corrective feedback (CF) in accordance with the conditions they had already been assigned to. Results revealed that +DK recasts and +DK prompts groups benefited from feedback sessions more than -DK recasts and -DK prompts groups did and the presence of declarative knowledge made recasts more effective than prompts. Also the recasts group outperformed the prompts group in the absence of declarative knowledge.

목차

ABSTRACT
 INTRODUCTION
 INTERACTIONAL FEEDBACK
  Recasts vs. Prompts
  Declarative Knowledge
  The Study
 METHOD
  Participants
  Materials
  Procedures
  Measures and Results
 DISCUSSION
  Explicitness of CF and L2 Accuracy
  CF and Proceduralization
 CONCLUSION AND IMPLICATIONS
 LIMITATIONS OF THE STUDY AND SUGGESTIONS FORFURTHER RESEARCH
 THE AUTHORS
 REFERENCES

키워드

recasts prompts declarative knowledge L2 accuracy

저자

  • Afsar Rouhi [ Payame Noor University, Tehran, IRAN ]
  • Zahra Javan-Amani [ Islamic Azad University, Ardabil Branch, Ardabil, IRAN ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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