Examining the Effects of Written Recasts Determined by Grammatical Difficulty

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Abstract

Previous research has shown the potential advantages of the recast, although some problems have also been suggested (e.g., Ellis & Sheen, 2006; Loewen & Philp, 2006; Lyster, 1998a, 2007). Previous studies reported that recasts to learners' grammatical errors were more frequently provided than to any other error types, but that the success rate in grammatical recast, measured by learners' repair (correct reformulation of an error occurring after recasts), was the lowest (e.g., Kim & Han, 2007; Sato, 2009; Williams, 1999). However, the effectiveness of written recasts given to learners' writings has not yet been fully examined. In this study, grammatical structures were categorized as either early developmental (easy) or late developmental (difficult) referring to a previous study　(categorization A) and taking account of Japanese learners' developmental progression (categorization B), and then it was attempted to examine the effects of written recasts determined by grammatical difficulty. Twenty-five Japanese university students revised their texts following teacher feedback in the form of written recasts, and their repair was measured. Students also wrote a comment about how they felt on using written recasts in revising their first draft. The results showed that written recasts were effective for Japanese university students' text revision, irrespective of the degree of difficulty of grammatical features. The results are discussed in the light of the effects of written recasts.

Journal

  • HELES JOURNAL

    HELES JOURNAL 11 (0), 3-16, 2011

    The Hokkaido English Language Education Society

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