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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Vydané v:The Modern language journal (Boulder, Colo.) Ročník 99; číslo 2; s. 246 - 262
Hlavní autori: VAN DE GUCHTE, MARRIT, BRAAKSMA, MARTINE, RIJLAARSDAM, GERT, BIMMEL, PETER
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Malden Blackwell Publishing Ltd 01.06.2015
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Predmet:
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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Shrnutí: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.
Bibliografia:ArticleID:MODL12211
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ISSN:0026-7902
1540-4781
DOI:10.1111/modl.12211