Author: Younghee Sheen Reporter: NA1C0003洪志隆 Recasts, Language Anxiety, Modified Output, and L2 Learning Author: Younghee Sheen Reporter: NA1C0003洪志隆

Recast Recasts has attracted considerable attention from SLA theorists and researchers, and has also been investigated in many descriptive and experimental studies. Recasts are assumed to promote learners’ noticing of form while their primary focus remains on meaning/message.

Properties of Recasts Be directed at features that learners are developmentally ready to acquire. Induce noticing. Be linguistically salient. Be directed repeatedly at a single linguistic feature.

Learner Uptake and Modified Output A learner uptake move constitutes an attempt on the part of the learner to respond to the feedback. Modified output refers to learners’ attempts to modify problematic utterances following interactional feedback.

Classification of Uptake A simple acknowledgment, such as “‘yeah/ok/oh/yes Repetition of the original erroneous utterance Repair by correcting the original error Partial repair (i.e., one part of the original utterance is repaired, but the rest is still in need of correction).

Modified Output Thus, modified output cannot be equated with either learner uptake or learner repair in the sense that Lyster and Ranta (1997)use these terms. Learners might produce uptake but not necessarily modify their output, whereas even when they do produce modified output, they might not repair their original error. A distinction is made between “modified output” and “uptake” and also between “modified output” and “repair.”

Language Anxiety Language anxiety is considered one of the most important affective factors influencing the success of language learning. Language anxiety constitutes a specific kind of anxiety, aroused by situational factors such as tests, speaking in front of class, and being called on by the teacher

The purpose of this study To further our understanding of the role played by recasts in language learning. To establish: (a) the relationship between anxiety and learner responses to the recasts. (b) the effect that classroom anxiety has on the learners’ ability to benefit from the recasts.

Research Questions Does language anxiety influence the effect that recasts have on the grammatical accuracy of L2 learners’ English articles? Is there a relationship between language anxiety and learners’ responses to recasts?

Research Design

Descript Statistics for Language Anxiety P.S. One-way ANOVA revealed that these differences were statistically significant, F= 3.62, p < .05

Target Structure

Recast Treatment Sequences S: Crow opened up his mouth and he sang. ←trigger T: The crow sang? ←recast S: He sang and sang ←uptake

Operation of Recast S: He bought snake. T: He bought a snake. ←a full recast S: The boy put the snake in the box and then. . . T: in a box? ←a partial recast

Modified Output and Repair S: So he took a snake home (note: snake has been mentioned before) T: Ok, he took THE snake home? The boy took THE SNAKE. S: Yes, snack /snak/, snack/sneik/ home ←non- target like modified output

Modified Output and Repair S: His mom saw it and yelled at him T: His mom saw what? S: saw snake home T: saw the snake. S: yes ←no modified output

Modified Output and Repair S: There was the crow who stole. . . T: There was A crow who stole a piece of cheese. S: There was a crow. ←target like modified output (repair)

Reliability analysis for language anxiety

Speeded Dictation Test

Writing Test

Error Correction Test

TLU analysis for dictation and writing test

Reliability of Tests

M and SD for Speeded Dictation Test Two-way (Time × Group) RM ANOVA revealed a significant Time × Group Interaction in the speeded dictation and writing tests, F= 11.1, p < .001

M and SD for Writing Test Two-way (Time × Group) RM ANOVA revealed a significant Time × Group Interaction in the speeded dictation and writing tests, F= 6.65, p < .001

M and SD for Error Correction Test Two-way (Time × Group) RM ANOVA revealed no significant Time × Group Interaction in the speeded dictation and writing tests, F= 0.78, P > 0.05

Summary of Statistically Significant Group Differences

Summary of Effect Sizes A d-value above 0.8 is considered a large effect size (Norris & Ortega, 2000).

Frequency of Learner Repair

Finding of this Study The low-anxiety recast group scored significantly higher than the high-anxiety recast group and the low-anxiety control group on both the speeded dictation and writing posttests, the error correction test did not The less anxious learners were found to produce higher levels of modified output and to repair their errors more than higher anxious learners.

Conclusion The results revealed that recasts were only effective for low-anxiety learners. The results revealed that low-anxiety learners produced high levels of modified output and more overall repair. The suggesting that language anxiety is a factor influencing not only whether recasts lead to modified output and repair but also whether they promote learning.

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