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,...
- 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 |
dc.identifier.local.none.fl_str_mv |
T428.24 P438r;6310000106864 F2534 |
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https://hdl.handle.net/11059/4039 |
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T428.24 P438r;6310000106864 F2534 |
dc.language.iso.en_EN.fl_str_mv |
eng |
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eng |
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Attribution-NonCommercial-NoDerivatives 4.0 International |
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http://purl.org/coar/access_right/c_abf2 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 |
dc.format.spa.fl_str_mv |
application/pdf |
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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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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 |