Learning New Grammatical Structures in Task-Based Language Learning: The Effects of Recasts and Prompts

In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three...

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Published in:	The Modern language journal (Boulder, Colo.) Vol. 99; no. 2; pp. 246 - 262
Main Authors:	VAN DE GUCHTE, MARRIT, BRAAKSMA, MARTINE, RIJLAARSDAM, GERT, BIMMEL, PETER
Format:	Journal Article
Language:	English
Published:	Malden Blackwell Publishing Ltd 01.06.2015 Wiley Subscription Services Wiley-Blackwell
Subjects:	Accuracy Comparative Analysis complex versus simple structure Control Groups Delayed Educational Environment Educational Experiments Elementary school students Experimental Groups Feedback Fluency Foreign language instruction Foreign languages German German as a second language German as a Second Language Instruction German as a Second Language Learning German language Grade 9 Grammar Grammatical case High School Students Language Acquisition Language Fluency Learning Learning Environment Learning outcomes Linguistic Input Oral Language Pretests Posttests Prompting prompts recasts Second Language Learning Second Language Writing Secondary School Students Sentence Structure Task Analysis task-based language learning Task-based language teaching trade-off
ISSN:	0026-7902, 1540-4781
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Abstract	In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one receiving prompts, the other recasts) and a control group. The study involves two subsequent interventions: The first targeted a complex structure, dative case after a preposition; the second a simple structure, comparatives. Pretests, immediate posttests, and delayed posttests included written and oral accuracy as well as oral fluency. Statistical comparisons on both written and oral posttests showed that prompts and recasts were effective, when compared to the control group, with prompts being superior to recasts. Furthermore, the effect of recasts depended on the structure: Recasts were more effective for the comparative than for the dative on written accuracy.
AbstractList	In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one receiving prompts, the other recasts) and a control group. The study involves two subsequent interventions: The first targeted a complex structure, dative case after a preposition; the second a simple structure, comparatives. Pretests, immediate posttests, and delayed posttests included written and oral accuracy as well as oral fluency. Statistical comparisons on both written and oral posttests showed that prompts and recasts were effective, when compared to the control group, with prompts being superior to recasts. Furthermore, the effect of recasts depended on the structure: Recasts were more effective for the comparative than for the dative on written accuracy. In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one receiving prompts, the other recasts) and a control group. The study involves two subsequent interventions: The first targeted a complex structure, dative case after a preposition; the second a simple structure, comparatives. Pretests, immediate posttests, and delayed posttests included written and oral accuracy as well as oral fluency. Statistical comparisons on both written and oral posttests showed that prompts and recasts were effective, when compared to the control group, with prompts being superior to recasts. Furthermore, the effect of recasts depended on the structure: Recasts were more effective for the comparative than for the dative on written accuracy. Adapted from the source document
Audience	Grade 9 Junior High Schools High Schools Middle Schools Secondary Education
Author	BRAAKSMA, MARTINE RIJLAARSDAM, GERT BIMMEL, PETER VAN DE GUCHTE, MARRIT
Author_xml	– sequence: 1 givenname: MARRIT surname: VAN DE GUCHTE fullname: VAN DE GUCHTE, MARRIT email: vandeguchte@uva.nl organization: University of Amsterdam, Research Institute of Child Development and Education, Amsterdam Roeterseilandcampus, Building D Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands – sequence: 2 givenname: MARTINE surname: BRAAKSMA fullname: BRAAKSMA, MARTINE email: braaksma@uva.nl organization: University of Amsterdam, Research Institute of Child Development and Education, Amsterdam Roeterseilandcampus, Building D Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands – sequence: 3 givenname: GERT surname: RIJLAARSDAM fullname: RIJLAARSDAM, GERT email: G.C.W.Rijlaarsdam@uva.nl organization: University of Amsterdam, Research Institute of Child Development and Education, Amsterdam Roeterseilandcampus, Building D Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands – sequence: 4 givenname: PETER surname: BIMMEL fullname: BIMMEL, PETER email: pbimmel@xs4all.nl organization: Couperusweg 6, 1217 TA Hilversum, The Netherlands
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Snippet	In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning... In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task‐based learning...
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SubjectTerms	Accuracy Comparative Analysis complex versus simple structure Control Groups Delayed Educational Environment Educational Experiments Elementary school students Experimental Groups Feedback Fluency Foreign language instruction Foreign languages German German as a second language German as a Second Language Instruction German as a Second Language Learning German language Grade 9 Grammar Grammatical case High School Students Language Acquisition Language Fluency Learning Learning Environment Learning outcomes Linguistic Input Oral Language Pretests Posttests Prompting prompts recasts Second Language Learning Second Language Writing Secondary School Students Sentence Structure Task Analysis task-based language learning Task-based language teaching trade-off
Title	Learning New Grammatical Structures in Task-Based Language Learning: The Effects of Recasts and Prompts
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