Recast, Task Complexity and Child Learners’ L2 Development

This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and effects complexity on their performance. 92 learners English in three intact classes were assigned to tasks different (simple, +complex, ++complex). In response errors use present third person singular verb forms, participants received recasts. L2 development was measured through oral written tests. Results show that recasts are effective for learning target form, there is a negative correlation between learners’ acquisition linguistic production, but no significant found participants’ production. The results confirm Skehan’s limited attention capacity prediction, can be explained from cognitive level habits. Implications pedagogy future research discussed.