Journal article

Recasts and second language development

Leeman J ...see all

Studies in Second Language Acquisition, vol. 25 (2003) pp. 37-63

  • 21

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.
Sign in to save reference

Abstract

Recasts have figured prominently in recent SLA research, with studies documenting significant advantages for learners exposed to this type of negative feedback. Although some researchers have suggested that such findings imply a beneficial role for negative evidence (i.e., information regarding the impossibility of certain utterances in the language being learned), the source of these benefits has not been explored directly, as multiple variables are conflated in recasts. Specifically, recasts not only offer implicit negative evidence, but they also provide positive evidence. Moreover, recasts are believed to make this positive evidence especially salient. In the present study, 74 learners of L2 Spanish engaged in communicative interaction with the researcher in one of the following conditions: (a) recasts (i.e., negative evidence and enhanced salience of positive evidence), (b) negative evidence, (c) enhanced salience of positive evidence, and (d) unenhanced positive evidence (control). Only the recast and enhanced-salience groups performed significantly better than the control group on posttreatment measures, which suggests that the utility of recasts is derived at least in part from enhanced salience of positive evidence and that the implicit negative evidence they seem to provide may not be a crucial factor.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Authors

  • Jennifer Leeman

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free