Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554224
Title: The effectiveness of enhanced and unenhanced recasts on secondary school students' past tense usage in Hong Kong
Author: Lai, Ching Ching
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2011
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Abstract:
Hong Kong secondary school students often lack the procedural knowledge of using English grammar in speaking, though they possess the relevant declarative knowledge from their education. Students' tenseless L 1 and lack of L2 exposure could have been the reasons. The present study therefore investigated if individualized feedback on students' use of past tense in their spoken narratives would facilitate their development. Recasts were chosen as the target feedback, because they intertwine with the ongoing speaking flow and provide model reformulation to ease learners' online cognitive load. However, controversies over the effectiveness of recasts lie on their variable explicitness and implicitness. Moreover, research , to date has not sufficiently examined both the explicit and implicit implementation of recasts in the context of Hong Kong. As a result, the present study explored the immediate and overtime effectiveness of implicit and explicit recasts over no feedback on Hong Kong learners' use of past tense in their spoken narratives elicited from cartoon strips. The comparative effectiveness of the two recasts was also probed. Investigation into some students' perception towards the feedbacks was conducted through stimulated recalls, to suggest causes behind the different effectiveness of recasts. The study found that both recasts were more effective than no feedback on past tense in the short term. Opposite to what was hypothesized, only the effectiveness of implicit recasts sustained overtime; and both recasts were not significantly different from each other at any time. From students' recalls of their thoughts, task demands, the online speaking mode, students' online cognitive constraints, students' deficient L2 mastery, and the different effects of recasts and students? uptakes may have been the underlying reasons prompting the variable effectiveness of recasts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.554224  DOI: Not available
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