Effects Of Recasts And Prompts On Learners' Modified Output In Text-based SCMC Context

With the development of classroom interaction,more and more scholars began to pay attention to the effects of Corrective Feedback(CF)on second language acquisition in recent years.As the main types of CF,recasts and prompts are the research focuses.However,few researchers study the relative effects of recasts and prompts on line,and the factors influencing the effects of CF also need to be explored further.Based on interaction hypothesis,output hypothesis and noticing hypothesis,the study examines the effects of recasts and prompts on learners' Modified Output(MO)in text-based SCMC context,mainly comparing the immediate effects in eliciting learners' MO,and exploring the main factors that might influence the immediate effectsSubjects in the study are 30 freshmen major in English at a key university in Hebei Province,and they are from the same class.Subjects are assigned into 6 groups,with 3recast groups and 3 prompt groups,and each group has 5 students.The research instruments are chatting records,questionnaires and interview.The results reveal that,in text-based Synchronous Computer-mediated Communication(SCMC)context,prompts are more effective than recasts on learners' MO.In addition,instructional setting and feedback explicitness have influences on learners' MO.The results also show that,compared with French immersion classroom and Chinese EFL classroom,text-based SCMC context facilitates learners' MO after prompts,but restrains that after recasts;moreover,in both cases,the explicit form is superior to the implicit form.The findings in the present study could enrich studies of CF in text-based SCMC context and provide some practical bases for online teaching in Chinese EFL context.During the process of teacher-student interaction in text-based SCMC context,teachers should provide appropriate CF and promote learners to notice the gap and to produce more MO,considering characteristics both of the context and CF.