Prompts Versus Recasts in Dyadic Interaction
نویسندگان
چکیده
منابع مشابه
the comparative impact of prompts and recasts in processing instruction versus meaningful output-based instruction on efl learners’ writing accuracy
the purpose of the present study was to see which one of the two instruction-processing instruction (pi) and meaningful output based instruction (mobi) accompanied with prompt and recast- is more effective on efl learners’ writing accuracy. in order to homogenize the participants in term of language proficiency a preliminary english test (pet) was administrated between 74 intermediate students ...
Oral Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Teens ESL Classroom
This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to promp...
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Conversation is a complex coordination of human behaviours (Riley, Richardson, Shockley, & Ramenzoni, 2011). Recent theoretical discussion of dyadic coordination has focused on issues of synchronization, entrainment, alignment, and convergence. All of these terms refer to a local matching of specific behavioural and linguistic events, such that members of a dyad coordinate by “doing the same th...
متن کاملTypes for Dyadic Interaction
We formulate a typed formalism for concurrency where types denote freely composable structure of dyadic interaction in the symmetric scheme. The resulting calculus is a typed reconstruction of name passing process calculi. Systems with both the explicit and implicit typing disciplines, where types form a simple hierarchy of types, are presented, which are proved to be in accordance with each ot...
متن کاملLearners’ Interpretations of Recasts
A number of interaction researchers have claimed that recasts might be ambiguous to learners; that is, instead of perceiving recasts as containing corrective feedback, learners might see them simply as literal or semantic repetitions without any corrective element (Long, in press; Lyster & Ranta, 1997). This study investigates learners’ interpretations of recasts in interaction. Videotapes of t...
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ژورنال
عنوان ژورنال: Language Learning
سال: 2009
ISSN: 0023-8333,1467-9922
DOI: 10.1111/j.1467-9922.2009.00512.x