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Author Song, Sunhee
Title Recasts, grammatical morphemes, and L2 learning: A longitudinal case study of Korean L2 learners
book jacket
Descript 168 p
Note Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2351
Adviser: Zhao Hong Han
Thesis (Ed.D.)--Teachers College, Columbia University, 2009
The field of second language (L2) acquisition has observed an accumulation of empirical evidence of the potential benefits of recasts, which are purported to draw learners' attention to linguistic forms as they arise spontaneously in meaning-focused interaction. Although L2 research to date has brought a profound understanding of the connections between recasts, learners' responses to recasts, learners' noticing and interpretation, and subsequent short-term development, there has been a paucity of research that examines how stable and durable any effects of recasts may be. Addressing the long-term effects of recasts on problematic linguistic features, in particular, may contribute to a deeper understanding of such interactional feedback
The present longitudinal case study investigated the effects of intensive recasts on L2 learners' knowledge and use of English grammatical morphemes using a time-series design. Two Korean L2 learners participated in 30 conversational sessions over a year. The intervention, which was spread over a period of 14 sessions, targeted regular and irregular past tense, third person singular present, and plural morphemes, which have demonstrated notorious persistence as acquisition problems for most L2 learners. The learners' knowledge of the target forms was tested immediately before the intervention and again after the post-intervention period, while their use of the target forms was examined throughout the sessions. Results showed that recasts led to a considerable improvement in the learners' overall accuracy in their knowledge and use of target forms, and the gains were sustained in their oral and written performance in the post-intervention period. However, the study also found that subsequent to recasts, the problematic morphemes developed differentially in the learners' interlanguage. Recasts resulted in the immediate and long-term improvement of past tense regular and third person singular present morphemes, but not of plural. The findings suggested that recasts had a differential impact on the improvement of the ability to use the grammatical morphemes. Possible accounts for the results include learners' developmental readiness, the intensity of intervention, and their prior knowledge of first language (LI) morphology. The study also highlighted how potentially constraining the obligatory context created in naturalistic interaction can be on learning
School code: 0055
Host Item Dissertation Abstracts International 70-07A
Subject Education, Bilingual and Multicultural
Education, Teacher Training
0282
0530
Alt Author Teachers College, Columbia University
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