Recasts and their use in second language development

This essay intends to review various research articles in order to describe a general idea about what has been found supporting the use of recasts and what has been found as negative evidence about its use. Recasts are one of the most useful methodological resources to provide feedback in SLA (Gass,...

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Autores:
Pérez Santacoloma, Angela María
Córdoba Soto, Javier
Tipo de recurso:
Fecha de publicación:
2013
Institución:
Universidad Tecnológica de Pereira
Repositorio:
Repositorio Institucional UTP
Idioma:
eng
OAI Identifier:
oai:repositorio.utp.edu.co:11059/4039
Acceso en línea:
https://hdl.handle.net/11059/4039
Palabra clave:
Enseñanza bilingüe
Adquisición del lenguaje
Inglés - Gramática
Rights
License
Attribution-NonCommercial-NoDerivatives 4.0 International
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dc.title.en_EN.fl_str_mv Recasts and their use in second language development
title Recasts and their use in second language development
spellingShingle Recasts and their use in second language development
Enseñanza bilingüe
Adquisición del lenguaje
Inglés - Gramática
title_short Recasts and their use in second language development
title_full Recasts and their use in second language development
title_fullStr Recasts and their use in second language development
title_full_unstemmed Recasts and their use in second language development
title_sort Recasts and their use in second language development
dc.creator.fl_str_mv Pérez Santacoloma, Angela María
Córdoba Soto, Javier
dc.contributor.author.none.fl_str_mv Pérez Santacoloma, Angela María
Córdoba Soto, Javier
dc.subject.spa.fl_str_mv Enseñanza bilingüe
Adquisición del lenguaje
Inglés - Gramática
topic Enseñanza bilingüe
Adquisición del lenguaje
Inglés - Gramática
description This essay intends to review various research articles in order to describe a general idea about what has been found supporting the use of recasts and what has been found as negative evidence about its use. Recasts are one of the most useful methodological resources to provide feedback in SLA (Gass, et al..2003, cited by Nassaji, 2009. p.2) There are some researchers which have found the relative effect of recasts over other models of feedback (Long, et al., 1998), whether recasts promote learner uptake (Lyster and Ranta, 1997), whether recasts exposes learners to positive or negative evidence (Leeman, 2003). The use of recasts has better effects than modeling, any type of input enhancement, and elicitations; nevertheless, teachers should be selective regarding the type of error to which recasts are apply; facilitator, as feedback provider, and learner as receptor, are influenced by the nature of the conversation in which they are involved. As a consequence, output production after the recasts is forced by the apprehension the learner has.
publishDate 2013
dc.date.issued.none.fl_str_mv 2013
dc.date.accessioned.none.fl_str_mv 2014-04-22T14:59:51Z
2021-11-02T19:41:59Z
dc.date.available.none.fl_str_mv 2014-04-22T14:59:51Z
2021-11-02T19:41:59Z
dc.type.spa.fl_str_mv Article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/11059/4039
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url https://hdl.handle.net/11059/4039
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dc.language.iso.en_EN.fl_str_mv eng
language eng
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dc.publisher.spa.fl_str_mv Pereira : Universidad Tecnológica de Pereira
dc.publisher.department.spa.fl_str_mv Facultad de Bellas Artes y Humanidades
dc.publisher.program.spa.fl_str_mv Licenciatura en Lengua Inglesa
institution Universidad Tecnológica de Pereira
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spelling Pérez Santacoloma, Angela MaríaCórdoba Soto, JavierLicenciado en Lengua Inglesa2014-04-22T14:59:51Z2021-11-02T19:41:59Z2014-04-22T14:59:51Z2021-11-02T19:41:59Z2013https://hdl.handle.net/11059/4039T428.24 P438r;6310000106864 F2534This essay intends to review various research articles in order to describe a general idea about what has been found supporting the use of recasts and what has been found as negative evidence about its use. Recasts are one of the most useful methodological resources to provide feedback in SLA (Gass, et al..2003, cited by Nassaji, 2009. p.2) There are some researchers which have found the relative effect of recasts over other models of feedback (Long, et al., 1998), whether recasts promote learner uptake (Lyster and Ranta, 1997), whether recasts exposes learners to positive or negative evidence (Leeman, 2003). The use of recasts has better effects than modeling, any type of input enhancement, and elicitations; nevertheless, teachers should be selective regarding the type of error to which recasts are apply; facilitator, as feedback provider, and learner as receptor, are influenced by the nature of the conversation in which they are involved. As a consequence, output production after the recasts is forced by the apprehension the learner has.application/pdfengPereira : Universidad Tecnológica de PereiraFacultad de Bellas Artes y HumanidadesLicenciatura en Lengua InglesaAttribution-NonCommercial-NoDerivatives 4.0 InternationalEL AUTOR, manifiesta que la obra objeto de la presente autorización es original y la realizó sin violar o usurpar derechos de autor de terceros, por lo tanto la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARÁGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA UNIVERSIDAD TECNOLOGICA DE PEREIRA, para que en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre la materia, utilice y use la obra objeto de la presente autorización.http://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Enseñanza bilingüeAdquisición del lenguajeInglés - GramáticaRecasts and their use in second language developmentArticlehttp://purl.org/coar/resource_type/c_6501PublicationORIGINAL42824P438R.pdfDocumento Principalapplication/pdf327411https://dspace7-utp.metabuscador.org/bitstreams/0a2083e7-2684-4795-926b-7c2eff6db003/download9f0838666ad6ef514926e5a0a6518bfcMD51LICENSElicense.txttext/plain834https://dspace7-utp.metabuscador.org/bitstreams/57fe84e1-e346-474d-a94c-01dc4fc87102/download653a14dbdd9d461cfd75d5942c802175MD52TEXT42824P438R.pdf.txt42824P438R.pdf.txtExtracted texttext/plain15006https://dspace7-utp.metabuscador.org/bitstreams/1ac884ee-0f5c-41b7-aed2-32c7d7536c17/download230b3fef65e09e55415c8470fc3e2f21MD55THUMBNAIL42824P438R.pdf.jpg42824P438R.pdf.jpgGenerated Thumbnailimage/jpeg6093https://dspace7-utp.metabuscador.org/bitstreams/d4d0e182-e37f-4374-a4dc-6841f6d613c3/download3e1cda287041eeed36581382409038feMD5611059/4039oai:dspace7-utp.metabuscador.org:11059/40392024-09-05 17:08:37.743http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.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