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Chapter 5. Gender and recasts

Analysis of males’ and females’ L2 development following verbal and gesture-enhanced recasts
  • Kimi Nakatsukasa
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Expanding Individual Difference Research in the Interaction Approach
This chapter is in the book Expanding Individual Difference Research in the Interaction Approach

Abstract

This study investigated the influence of learners’ gender on the effectiveness of verbal recasts and gesture-enhanced recasts. A total of 40 adult English-as-a second-language learners participated. In the first condition, the learners received verbal recasts during two communicative tasks. The results showed no difference across gender. In the second condition, the learners received gesture-enhanced recasts. Females significantly outperformed males with a strong effect size in the immediate to delayed posttests gain score but not in the gain score of pretest to immediate posttests. This indicates that the long-term effectiveness of recasts seems to be influenced by learners’ gender. The results are discussed in relation to learners’ memory and the exposure to visual cues.

Abstract

This study investigated the influence of learners’ gender on the effectiveness of verbal recasts and gesture-enhanced recasts. A total of 40 adult English-as-a second-language learners participated. In the first condition, the learners received verbal recasts during two communicative tasks. The results showed no difference across gender. In the second condition, the learners received gesture-enhanced recasts. Females significantly outperformed males with a strong effect size in the immediate to delayed posttests gain score but not in the gain score of pretest to immediate posttests. This indicates that the long-term effectiveness of recasts seems to be influenced by learners’ gender. The results are discussed in relation to learners’ memory and the exposure to visual cues.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
https://doi.org/10.1075/aals.16.05nak

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
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