The Impact of Recasts on the Syntactic Accuracy of Iranian EFL University Students’ Oral Discourse
محورهای موضوعی : language teaching
پرویز مفتون
1
(
Islamic Azad University, Science and Research Branch
)
شعله کلاهی
2
(
Islamic Azad University, Science and Research Branch
)
کلید واژه: Corrective feedback, Recast, Syntactic Errors, Frequency of Errors, Oral Discourse,
چکیده مقاله :
Among the major issues raised by classroom SLA researchers is the debate on the degree to which teacher’s or learner’s attention should be directed to linguistic features. However, one of the relevant variables in corrective feedback studies which seem to be less operationalized is the differential impact of different types of feedback on the accuracy of the oral performance of the participants. The merits of recasts as one type of feedback commonly used in the classroom have turned to be a controversial issue. The present study examined the impact of recasts in comparison to no-recast on the syntactic accuracy of Iranian EFL university students’ oral discourse. One hundred and nine male and female students majoring in English Language Translation at Islamic Azad University (Central Tehran Branch) took part in the study. The participants were attending the listening and speaking classes. Ten sessions were devoted to the treatment of the experimental group (n=54) who received recasts as feedback to syntactic errors. The control group (n=55), received no recast. A posttest was administered in the 12th session. The teachers introduced a topic and the participants were required to talk about it in 60 seconds. A total of 6540 seconds of the participants’ oral performance were observed and recorded. Analysis of individual participants’ oral data revealed that the recast group outperformed the no-recast group. In other words, recasts were effective in reducing the frequency of syntactic errors of participants’ oral discourse.
دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران یکی از مهمترین موضوعات مورد بحث در بین محققان در زمینه فراگیری زبان دوم بررسی میزان توجه معلم یا زبان آموز به قواعد زبانی است. با وجود این یکی از متغیر های مربوط به این موضوع که ظاهرا کمتر مورد بررسی قرار گرفته است مقایسه ی تاثیر انواع بازخورد بر صحت گفتاری شرکت کنندگان در تحقیق می باشد. اخیرا بررسی تاثیر مثبت استفاده از ری کست به عنوان بازخورد اصلاحی در کلاس ها به موضوع بحث انگیز ی تبدیل شده است. تحقیق حاضر به بررسی تاثیر ری کست در مقایسه با تدریس بدون استفاده از ری کست بر صحت گفتاری دانشجویان پرداخته است. یکصد و نه دانشجوی مرد و زن رشته ی مترجمی زبان انگلیسی در دانشگاه آزاد اسلامی واحد تهران مرکزی در تحقیق شرکت کردند. آنها در کلاس های گفت و شنود حضور داشتند. فراگیران در گروه آزمایش به مدت ده جلسه بازخورد اصلاحی ری کست را در مقابل خطاهای دستوری دربافت کردند.درحالیکه گروه کنترل هیچ نوع ری کستی دریافت نکردند.در جلسه ی دوازدهم پس آزمون اجرا شد .معلم موضوعی را مطرح کرد و فراگیران حدود شصت ثانیه در مورد آن صحبت کردند. حدود 6540 ثانیه از گفتار شرکت کنندگان ضبط شد. بررسی و تحلیل اطلاعات بدست آمده نشان داد که گروه ری کست بهتر از گروه بدون ری کست عمل کرده است. در واقع استفاده از ری کست در کاهش فراوانی خطا ها ی نحوی در گفتار دانشجویان موثر بوده است.
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