Abstract: Recast is one of the important corrective feedbacks in second language learning. It is “the teacher’s reformulation of all or part of a student’s utterance, minus the error” (Lyster & Ranta, 1997). Corrective feedback can be explicit or implicit, and recast falls mainly into the implicit corrective feedback. The current studies are mainly conducted in three theoretical frameworks, namely the Interaction Hypothesis, the Comprehensible Output Hypothesis and the Noticing Hypothesis. This paper tries to review the studies on recast by looking at the theoretical frameworks, the methodology, participants and instruments that have been used and the major results and findings that have been found. Recast is often preferred by teachers in class. It is found to be effective on language acquisition when compared with teaching without recast. But when compared with more explicit corrective feedbacks, recast may not be the most effective on language development. Furthermore, the effect of recast can be influenced by various factors. So it is necessary to consider how to improve the effect of its use.
Key words: recast; corrective feedback; implicit and explicit feedback; effect on SLA
CONTENTS
Abstract
摘要
1. Introduction.1
2. Definition of Recast and Its Characteristics1
3. Theoretical Frameworks in Studying Recast.2
4. Methodology in Studying Recast.3
4.1 Types of Experiment
4.2 Participant
4.3 Instrument
4.4 Length of Study
5. Major Findings of Studies on Recast..8
5.1 Recast and Corrective Feedback
5.2 Effect of Recast
5.3 Comparative Studies of Explicit and Implicit Corrective Feedback
5.4 Factors Influencing the Effect of Recast
5.4.1 Learner Internal Factors
5.4.2 Learner External Factors
6.Pedagogical Implications for English Teaching11
6.1 Combining Recast with Other Corrective Feedback
6.2 Combining Teacher Error Correction with Learner Correction
6.3 Increasing the Explicitness of Recast
6.4 Considering Learner Proficiency in Using Recast
7.Conclusions 13
Bibliography15
Acknowledgments..17
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