Recasts, Metalinguistic Feedback, and Learners' Perceptions: A Case of Persian EFL Learners

Autor/inn/en	Rassaei, Ehsan; Moinzadeh, Ahmad
Titel	Recasts, Metalinguistic Feedback, and Learners' Perceptions: A Case of Persian EFL Learners
Quelle	In: Innovation in Language Learning and Teaching, 8 (2014) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2012.744411
Schlagwörter	Metalinguistics; Feedback (Response); Classification; Recall (Psychology); English (Second Language); Second Language Learning; Interviews; Error Correction; Second Language Instruction; Grammar; Teaching Methods; Adult Students; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Classification system; Klassifikation; Klassifikationssystem; Abberufung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Korrektur; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland
Abstract	In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then watched the videotape of their incorrect utterances followed by interlocutors' feedback during stimulated recall interviews. Learners' stimulated recall comments were elicited in relation to learners' perceptions of recasts or metalinguistic corrective feedback they received. Learners' responses in stimulated recall interviews were classified as "noticing the gap," "feedback recognition" and "other." "Noticing the gap" was operationally defined as learners' ability to identify the source of the error for which they received corrective feedback. Learners' responses were classified as "feedback recognition" whenever they were able to recognize the corrective nature of corrective feedback but failed to locate the source of error. Finally, learners' stimulated recall comments were classified as "other" when they failed to recognize the corrective nature of feedback. The results of data analysis indicated that metalinguistic feedback is more associated with learners' ability to notice the mismatch between incorrect and target-like forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01