A Correlation Study Between Teacher's Recasts And Learner's Cognitive Styles Under The Context Of Task-based Language Teaching

As one type of corrective feedbacks,recasts is commonly used in L2 teaching and SLA.However,it is not easily to be perceived due to its indirectness and implicitness.Cognitive style plays an important role in deciding whether or not the learners would notice teacher's recasts in that it is cognitive style that decides the allocation of consciousness,memory and study.Thus,this thesis is intended to study the correlation between teacher's recasts and learners' cognitive styles in the improvement of grammar proficiency under Task-based Language Teaching.38 students coming from RISE,an immersion English school,who are in Prerise stage have participated in the experiment.They are grouped as learners with field dependent cognitive style(18)or learners with field independent cognitive style(20)based on their scores gained in Group Embedded Figures Test(GEFT).The instructor provides recasts to subject-predicate agreement in the third person singular simple present tense(S-V agreement)appearing in participants' oral output.The experiment includes pretest,post-test and delayed post-test,which all contain picture description task(PDT)and listening test(LT).Based on the analysis of SPSS,the results show that there is no significant difference between the two groups in pretest,while FI group significantly outperformed the FD group in both post-test and delayed post-test.There are significantly differences between the later two tests and pretest within FI group,however there is no statistical difference among the three tests within FD group.This study has tested the efficacy of recasts and suggested that the efficacy of teacher's recasts is influenced by learner's cognitive styles,which concluded that only FI learners can benefit from recasts.