Recasting and its repair effects on L2 Chinese pronunciation
Recasting and its repair effects on L2 Chinese pronunciation

Summary/Abstract: This study investigates the repair status of one type of corrective feedback (CF), namely recasts in beginning L2 (second language) Chinese drill classes. The investigation includes two parts: CF distribution patterns and classroom interactions. Nine 50-minute beginning-level drill classes were transcribed and coded. The CF distribution analyses showed an overwhelming tendency for teachers to use recasts to correct phonological errors. The descriptions of classroom discourse relied on longer stretches of classroom interaction, as opposed to only three moves, including error, feedback, and uptake. These classroom interaction analyses empirically demonstrated the complexity of immediate repair of recast in response to phonological errors: (1) a single repair alone following recast does not necessarily indicate true repair status and (2) students’ lack of repair does not negate recast effectiveness. Taken together, the results enhance our understanding of recasts in correcting phonological errors in L2 Chinese classrooms. The results suggest that the effects of immediate repair could be better observed and interpreted through longer stretches of classroom interactions within a single class or across sequential classes with a similar theme.

• Details
• Contents