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The Effects Of Recast Oh Learner’s Grammatical Correction In Junior Middle School English Classroom: From The Perspective Of Scaffolding Theory

Posted on:2013-10-23Degree:MasterType:Thesis
Country:ChinaCandidate:W H LiFull Text:PDF
GTID:2247330371990895Subject:English Language and Literature
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Second language learning is a process in which learners constantly struggleagainst errors. And error correction is an important part in second language teaching.As one of the most common implicit corrective feedback, recast is a reformulation ofstudents’ expression. Based on students’ original expression, it includes correction ofsome errors while retaining the central meaning of the utterance. Although there aresome researches on recast abroad, relative researches in China are rather few,especially the empirical ones. On the basis of referring to the researches both abroadand at home, the paper concludes that recast has its own shortcomings which cannotbe resolved by itself. That is, information included in recast is so ambiguous that it isnot easy for students to perceive the corrective intention, especially for the low-levelstudents. Those cause very low rate of correction from students. Given theshortcomings of recast, this paper tries to bring in the corrective recast and thecombination recast. The former provides students with hints while the lattercombines recast with explicit correction, so as to reduce the ambiguity of recast.The study was designed according to the practical situation of English teachingin China and produced by Chinese junior students, trying to explore the effectivenessof two kinds of recast (corrective recast and combination recast) on correctingEnglish grammatical errors in perspective of scaffolding theory. It was carried outwith an experiment which adopted a2x2random factorial design with60subjects,among which30are high-level students and the other30are low-level students. Thestudy involved two experimental groups and one control group. Subjects from theexperimental groups received two types of recast while those from control groupreceived no recast. The results were as follows:(1) Subjects of the two experimental groups outperformed subjects of the controlgroup in posttest. Main effects of recast type were significant; different types ofrecast have different effects on learners’ grammar correction; the combination recastwas more effective than the corrective recast.(2) Recast type interacted with students’ language level. The corrective recastwas more effective to high-level students while the combination recast was moreeffective to low-level students.After careful discussion and analysis to the research, the writer found thatteachers could promote the effectiveness of recast by providing scaffolds. What’smore, the corrective recast was more effective for high-level to promote grammaticalerrors, while the combination recast was much more effective for low-level students.The thesis also gave some suggestions about feedback in classroom according tothe results of the research, and provided some suggestions for further researchesbased on the limitations of the study.
Keywords/Search Tags:recast, English teaching, grammatical errors, students
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