SLA Effects of Recasts as Implicit Knowledge Young-ah Do Fall, College English Education.

Recasts -Reformulation of all or part of a learner’s utterance so as to provide relevant morphosyntactic information that was obligatory but was either missing or wrongly supplied in the learner’s rendition, while retaining its central meaning. (Long 1998) Definition -Interaction Hypothesis (Long 1996) -A kind of Negative feedback -Focus on meaning + Focus on form -L2 instruction can integrate a focus on form with a focus on meaning (Doughty & Varela 1998) -Accuracy, Fluency and Overall communicative skills (Lightbown & Spadu 1990) Related with But How?

Implicit vs. Explicit -Implicit form of negative feedback -Lyster (1998a) : function of implicity providing a reformulation -Long (2006) : discourse movement by definition implicit -Etc. The prevailing view in the recast literature Knowledge Repository Output 1 Output 2 Output 3 Notice Aware Focus Recast 1 Recast 2 Recast 3 Grammar Reformulation Grammar Reformulation Grammar Reformulation unconsciouslyGrammar

Implicit vs. Explicit -Doughty & Varela (1998) -Repetition of erroneous utterance -Stressing -Make corrected items salient -Didactic recasts (R. Ellis 2006) Teacher Learner Corrective Nature of Recasts as Explicit Grammar Correction Emphatic Stress

Implicit vs. Explicit What Exactly Does “Implicit” Mean? How “Implicit” Are Recasts?

Research Questions 1. Given that ambiguity is the inherent nature of recasts, how can recasts be adopted by learner’s perspective? 2. Can the ambiguity be reduced by making learners focus on single linguistic feature at morphosyntactic level? 3. If not, how can make recasts facilitate acquisition process?

Receiver’s Perspective -Explicitly → Conscious representation -Implicitly → Internalize without demonstration of awareness of the pattern or rule. -Based on leaner’s developmental readiness Awareness Acquisition Noticing, Awareness Reformulation -Lack of evidence of patterning and correlation with knowledge -Inherent nature of recast : “Ambiguity” -Lack of conscious attention (Schmidt 2001) Learner’s Level Error Management Perceptual Management Combination Management feedback

Implicitness or Explicitness in terms of Learner’s perspective -Mackey, Gass and McDonough (2000) -Feedback on morphosyntax was seldom perceived -Learner – not aware, not attend -Evidence of implicit nature of recasts in morphosyntax -Schmit (2001) -Noticing – Conscious attending –Explicitness -R. Ellis (1993) -Conscious comparison –Explicitness -R. Ellis (2006) -Noticing can occur irrespective of how the learner interprets the illocutionary force of the recast

Gap between Intention and Perception Acquisition Reformulation Noticing, Awareness Learner’s level -Lack of conscious attention -Ambiguity -Lack of evidence of patterning and correlation with knowledge Intention Perception What can we do about this GAP? Connection with whole knowledge system Collective Feedback Selective Feedback The Goal of Recasts = Minimize this Gap

Reducing the Ambiguity -Han (2002) -Focus on single linguistic feature →ambiguity↓ -Emphatic stress on the target item →corrective force↑ -Ishida (2004) -Recasts in concentrated fashion at a specific grammatical structure promote acquisition -Nicholas et al. (2001) -Effects of recast≠ Acquisition Does focused- reformulation facilitate acquisition?

Research Proposal Designs Long term research Grammaticality test Post test (written/ oral narration tasks) Data Collection Oral interaction Describing given pictures Subjects High- level adult L2 learners of English Control the qualification and minimize the individual difference Divided into two groups (a specific item correction /multi-connected correction)

Proposal Focus-On Recasts …… Vision NF 1 NF 2 Sub-NF 1 Sub-NF 3 Sub-NF 2 TO-BE Status Quo AS-IS Desired Effect = Facilitate Acquisition Desired Effect = ∑ (Reformulation by Recasts) Category-Connective Recasts

Connective Recasts -category 1 -category 3 -category 6 Omission Normal Word Order Inversed Word Order Yes-No Question -category 2 -category 3 -category 7 Double Marking -category 1 -category 2 -category3 -category 8 Word Order -category 7 -category 8 Auxiliary Verbs Tag Question GENERATE INFLUENCE English Question Norm (collect data)

What Affects Our Perception Mental Context Mental Process Perception Recasts Negative Feedback Expectation Knowledge Time INERTIA THINKING Task REFLECTION Reasoning Saliency Productivity Relationship PERCEPTION Output New input Level+ SPECULATION Concept Relationship Situation Input enhancement Reformulate the grammar Acquisition Mental Context Based on prior feedback and knowledge, we anticipate what is going to relate to them, what choices we are given and what to connect. Our mental status has profound influence on this whole process. Mental Process

Implicitness of Connective Recasts Knowledge Repository Connective Recasts COLLECT DEPRECIATION unaware or disproved knowledge Accuracy DISTRIBUTION STORE ORGANIZE SEARCH Fluency Communicative Skills ACCUMULATION

Grand Vision Brain Augmenter Human-to-human communication Grammar to Grammar communication Grammar-to-human communication External Source of Knowledge & Information is-a has-a Recasts semantic distance Information Storage Features Location Meaning Integration

Implication and Discussion Ambiguity of recasts can be an advantage for acquisition Need for learners to pay more concentrated attention Correlate with the multifunctional nature of recasts Maximize learner’s activation Switching from form to meaning within the course of a single interaction (Lennon 1989) Cover the gap between offering and perceiving recasts Easy and effective to be encoded in one’s grammatical system Natural for explaining the process of acquisition

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