Recasts in Language Classroom Discourse: A Comparison between Two Iranian EFL Classrooms
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Abstract
Recasts as a type of implicit feedback have been under the focus of extensive investigation in the field of SLA for many years. Thus far, a large number of studies scrutinized ineffectiveness or benefits of recasts but few of them have attempted to investigate this issue through making a comparison between two language classrooms which differ with respect to the cognitive maturity of learners. Accordingly, this study aims at exploring the distribution and frequency of recasts and their relationship with other Corrective Feedback (CF) techniques as well as students’ uptake and repair in adult and adolescent contexts. Twenty male/female adults and eighteen adolescents at the same level of English language proficiency from two classrooms in a private language institute in Yazd, Iran participated in the research. To collect accurate data, audio-recording was used by the teacher who taught both of English classes. Then, all the recorded data were transcribed and coded for each classroom. The data analysis showed that recasts in comparison to other types of CF were the most frequent technique used by the teacher in both classrooms mostly leading to topic continuation. In adolescent classroom, students’ repair in response to recasts included self-repair and repetition which resembled the patterns found in adult context. However, acknowledgment was regarded as the most favorite technique used by the adolescent learner. Another finding was the teacher’s use of recasts in combination with other CF techniques in both classrooms but the use of the combined forms in adolescent discourse was higher than that of adult classroom.
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