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Título: Differential Effects of Prompts and Recasts in Form-Focused Instruction
Autores: Lyster, Roy
Fecha: 2004
2008-06-17
Publicador: McGill University - MCGILL
Fuente:
Tipo: article (journal)
peer reviewed
Tema: Second Language Instruction
Language Teaching Methods
Gender (Grammatical)
Form (Language Structure)
Feedback
Written Language Instruction
Oral Language Instruction
Descripción: Four teachers & their eight classes of 179 5th-grade (10-11-year-old) students participated in this quasi-experimental classroom study, which investigated the effects of form-focused instruction (FFI) & corrective feedback on immersion students' ability to accurately assign grammatical gender in French. The FFI treatment, designed to draw attention to selected noun endings that reliably predict grammatical gender & to provide opportunities for practice in associating these endings with gender attribution, was implemented in the context of regular subject-matter instruction by three of the four teachers, each with two classes, for approximately 9 hours during a 5-week period, while the fourth teacher taught the same subject matter without FFI to two comparison classes. Additionally, each of the three FFI teachers implemented a different feedback treatment: recasts, prompts, or no feedback. Analyses of pretest, immediate-posttest, & delayed-posttest results showed a significant increase in the ability of students exposed to FFI to correctly assign grammatical gender. Results of the written tasks in particular, & to a lesser degree the oral tasks, revealed that FFI is more effective when combined with prompts than with recasts or no feedback, as a means of enabling L2 learners to acquire rule-based representations of grammatical gender & to proceduralize their knowledge of these emerging forms.
Idioma: eng