| Título: | Recasts, Repetition, and Ambiguity in L2 Classroom Discourse |
| Autores: | Lyster, Roy |
| Fecha: |
1998 2008-06-17 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: |
article (journal) peer reviewed |
| Tema: |
Classroom Communication Second Language Instruction Language Teaching Methods Repair |
| Descripción: | Aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second-language learners are examined in a database of transcripts of over 18 hours of interaction recorded during 27 lessons in four immersion classrooms at the primary level. The 377 recasts in the databate were classified according to their pragmatic functions in classroom discourse & then compared to the teachers' even more frequent use of noncorrective repetition. Findings reveal that recasts & noncorrective repetition fulfill identical functions distributed in equal proportions & that teachers frequently use positive feedback to express approval of the content of learners' messages, irrespective of well-formedness, to accompany, also in equal proportions, recasts, noncorrective repetition, & even topic-continuation moves following errors. It is concluded that the corrective reformulations entailed in recasts may easily be overridden by their functional properties in meaning-oriented classrooms. |
| Idioma: | eng |
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