Recasts were provided more predominantly than prompts and explicit correction in both French immersion and Japanese immersion elementary classrooms¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across both instructional settings, teachers provided recasts more predominantly than prompts and explicit correction. → Roy Lyster and Hirohide Mori 2006

Evidence¶

Roy Lyster and Hirohide Mori 2006¶

Roy Lyster and Hirohide Mori. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28(2), 269-300. https://doi.org/10.1017/S0272263106060128

q2 · i? · associational · r?

Comparative observational analysis of teacher-student interaction in two elementary immersion settings (18.3 hr French, 14.8 hr Japanese) coding explicit correction, recasts, and prompts. The article reports "a predominant provision of recasts over prompts and explicit correction, regardless of instructional setting." No effect size is printed.

"The results clearly show a predominant provision of recasts over prompts and explicit correction, regardless of instructional setting, but distinctively varied student uptake and repair patterns in relation to feedback type"

Discussion¶

Related Claims¶

• The study compared feedback-uptake relationships across two immersion settings totaling 18.3 hr of French and 14.8 hr of Japanese classroom interaction — related
• Learner repair following feedback differed by setting: prompts yielded the largest proportion of repair in French immersion, recasts in Japanese immersion — related
• The literature is supportive of recasts, but recast effectiveness varies with the language area and learner knowledge, focus, and aptitudes — related
• The frequency of oral corrective feedback differs across instructional contexts — related