Abstract
This paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2019-0149).
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Artikel in diesem Heft
- Frontmatter
- Research Articles
- A double-edged sword: Metaphor and metonymy through pictures for learning idioms
- The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
- The same cloze for all occasions?
- The effect of written text on comprehension of spoken English as a foreign language: A replication study
- Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
- Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
- Concordancing in writing pedagogy and CAF measures of writing
- D-linked and non-d-linked wh-questions in L2 French and L3 English
- Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes
- Music training and the use of songs or rhythm: Do they help for lexical stress processing?
- Second language processing of English past tense morphology: The role of working memory
- Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
- The role of self-construal in EFL vocabulary learning
- The cross-sectional development of verb–noun collocations as constructions in L2 writing
Artikel in diesem Heft
- Frontmatter
- Research Articles
- A double-edged sword: Metaphor and metonymy through pictures for learning idioms
- The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
- The same cloze for all occasions?
- The effect of written text on comprehension of spoken English as a foreign language: A replication study
- Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
- Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
- Concordancing in writing pedagogy and CAF measures of writing
- D-linked and non-d-linked wh-questions in L2 French and L3 English
- Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes
- Music training and the use of songs or rhythm: Do they help for lexical stress processing?
- Second language processing of English past tense morphology: The role of working memory
- Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
- The role of self-construal in EFL vocabulary learning
- The cross-sectional development of verb–noun collocations as constructions in L2 writing