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    Rights statement: http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Studies in Second Language Acquisition, 35 (1), pp 127-165 2013, © 2013 Cambridge University Press.

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The case against the case against recasts

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The case against the case against recasts. / Goo, Jaemyung; Mackey, Alison.

In: Studies in Second Language Acquisition, Vol. 35, No. 1, 03.2013, p. 127-165.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Goo, J & Mackey, A 2013, 'The case against the case against recasts', Studies in Second Language Acquisition, vol. 35, no. 1, pp. 127-165. https://doi.org/10.1017/S0272263112000708

APA

Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 127-165. https://doi.org/10.1017/S0272263112000708

Vancouver

Goo J, Mackey A. The case against the case against recasts. Studies in Second Language Acquisition. 2013 Mar;35(1):127-165. https://doi.org/10.1017/S0272263112000708

Author

Goo, Jaemyung ; Mackey, Alison. / The case against the case against recasts. In: Studies in Second Language Acquisition. 2013 ; Vol. 35, No. 1. pp. 127-165.

Bibtex

@article{1dc7bc9bf16c45199294a1f5bb581a8c,
title = "The case against the case against recasts",
abstract = "In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts is neither convincing nor useful for advancing the field and that more triangulated approaches to research on all types of corrective feedback, employing varied and rigorous methodological designs, are necessary to further our understanding of the role of corrective feedback in L2 learning.",
author = "Jaemyung Goo and Alison Mackey",
note = "http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Studies in Second Language Acquisition, 35 (1), pp 127-165 2013, {\textcopyright} 2013 Cambridge University Press.",
year = "2013",
month = mar,
doi = "10.1017/S0272263112000708",
language = "English",
volume = "35",
pages = "127--165",
journal = "Studies in Second Language Acquisition",
issn = "0272-2631",
publisher = "Cambridge University Press",
number = "1",

}

RIS

TY - JOUR

T1 - The case against the case against recasts

AU - Goo, Jaemyung

AU - Mackey, Alison

N1 - http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Studies in Second Language Acquisition, 35 (1), pp 127-165 2013, © 2013 Cambridge University Press.

PY - 2013/3

Y1 - 2013/3

N2 - In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts is neither convincing nor useful for advancing the field and that more triangulated approaches to research on all types of corrective feedback, employing varied and rigorous methodological designs, are necessary to further our understanding of the role of corrective feedback in L2 learning.

AB - In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts is neither convincing nor useful for advancing the field and that more triangulated approaches to research on all types of corrective feedback, employing varied and rigorous methodological designs, are necessary to further our understanding of the role of corrective feedback in L2 learning.

U2 - 10.1017/S0272263112000708

DO - 10.1017/S0272263112000708

M3 - Journal article

VL - 35

SP - 127

EP - 165

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

IS - 1

ER -