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Task content familiarity, task type and efficacy of recasts.

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Task content familiarity, task type and efficacy of recasts. / Révész, Andrea; Han, Zhaohong.
In: Language Awareness, Vol. 15, No. 3, 08.2006, p. 160-179.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Révész, A & Han, Z 2006, 'Task content familiarity, task type and efficacy of recasts.', Language Awareness, vol. 15, no. 3, pp. 160-179. https://doi.org/10.2167/la401.0

APA

Révész, A., & Han, Z. (2006). Task content familiarity, task type and efficacy of recasts. Language Awareness, 15(3), 160-179. https://doi.org/10.2167/la401.0

Vancouver

Révész A, Han Z. Task content familiarity, task type and efficacy of recasts. Language Awareness. 2006 Aug;15(3):160-179. doi: 10.2167/la401.0

Author

Révész, Andrea ; Han, Zhaohong. / Task content familiarity, task type and efficacy of recasts. In: Language Awareness. 2006 ; Vol. 15, No. 3. pp. 160-179.

Bibtex

@article{4b31f29ef54c4d3da78480d0c7218aa7,
title = "Task content familiarity, task type and efficacy of recasts.",
abstract = "The role of recasts has been the subject of an increasing number of second language acquisition (SLA) studies in recent years, as has been the role of tasks. Few studies, nevertheless, exist that investigate the interaction between the two. The present study makes a preliminary excursion into this unexplored domain by examining the impact of two task variables, task content familiarity and task type, on the efficacy of recasts. A total of 36 adult ESL learners participated in the study, and were randomly assigned to one of the four experimental groups: the Same Video group, the Different Video Group, the Same Notes group, or the Different Notes group. A pre-test/post-test/ delayed-post-test design was employed to detect any improvement in participants{\textquoteright} ability to use the past progressive form – the linguistic target. Results from analyses of variance show significant main effects for task content familiarity and task type.",
keywords = "task complexity, content familiarity, recasts, corrective feedback, focus on form, task type",
author = "Andrea R{\'e}v{\'e}sz and Zhaohong Han",
year = "2006",
month = aug,
doi = "10.2167/la401.0",
language = "English",
volume = "15",
pages = "160--179",
journal = "Language Awareness",
issn = "0965-8416",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Task content familiarity, task type and efficacy of recasts.

AU - Révész, Andrea

AU - Han, Zhaohong

PY - 2006/8

Y1 - 2006/8

N2 - The role of recasts has been the subject of an increasing number of second language acquisition (SLA) studies in recent years, as has been the role of tasks. Few studies, nevertheless, exist that investigate the interaction between the two. The present study makes a preliminary excursion into this unexplored domain by examining the impact of two task variables, task content familiarity and task type, on the efficacy of recasts. A total of 36 adult ESL learners participated in the study, and were randomly assigned to one of the four experimental groups: the Same Video group, the Different Video Group, the Same Notes group, or the Different Notes group. A pre-test/post-test/ delayed-post-test design was employed to detect any improvement in participants’ ability to use the past progressive form – the linguistic target. Results from analyses of variance show significant main effects for task content familiarity and task type.

AB - The role of recasts has been the subject of an increasing number of second language acquisition (SLA) studies in recent years, as has been the role of tasks. Few studies, nevertheless, exist that investigate the interaction between the two. The present study makes a preliminary excursion into this unexplored domain by examining the impact of two task variables, task content familiarity and task type, on the efficacy of recasts. A total of 36 adult ESL learners participated in the study, and were randomly assigned to one of the four experimental groups: the Same Video group, the Different Video Group, the Same Notes group, or the Different Notes group. A pre-test/post-test/ delayed-post-test design was employed to detect any improvement in participants’ ability to use the past progressive form – the linguistic target. Results from analyses of variance show significant main effects for task content familiarity and task type.

KW - task complexity

KW - content familiarity

KW - recasts

KW - corrective feedback

KW - focus on form

KW - task type

U2 - 10.2167/la401.0

DO - 10.2167/la401.0

M3 - Journal article

VL - 15

SP - 160

EP - 179

JO - Language Awareness

JF - Language Awareness

SN - 0965-8416

IS - 3

ER -