Recast, Task Complexity and Child Learners' L2 Development

Autor/inn/en	Lv, Lihui; Liu, Chunyan
Titel	Recast, Task Complexity and Child Learners' L2 Development
Quelle	In: English Language Teaching, 15 (2022) 9, S.95-105 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Difficulty Level; Second Language Learning; Second Language Instruction; English (Second Language); Cognitive Development; Teaching Methods; Feedback (Response); Children; Verbs; Grammar; Language Usage; Correlation; Oral Language; Learning Processes; Task Analysis; Error Correction; Language Tests; Written Language; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Grammatik; Sprachgebrauch; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Learning process; Lernprozess; Aufgabenanalyse; Korrektur; Language test; Sprachtest; Geschriebene Sprache; Ausland
Abstract	This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex). In response to errors in the use of the present third person singular verb forms, participants received the feedback of recasts. L2 development was measured through oral production and written tests. Results show that recasts are effective for learning the target form, and there is a negative correlation between task complexity and child learners' acquisition of linguistic target in their written production, but no significant correlation was found between task complexity and participants' oral production. The results confirm Skehan's limited attention capacity prediction, and can be explained from the cognitive development level of the participants and their English learning habits. Implications for pedagogy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01