Abstract
This study examines aspects of communicative classroom
discourse that may affect the potential of recasts to be noticed as negative evidence by young
second language learners. The database comprises transcripts of over 18 hours of interaction
recorded during 27 lessons in 4 immersion classrooms at the primary level. The 377 recasts in
the database have been classified according to their pragmatic functions in classroom
discourse and then compared to the teachers' even more frequent use of noncorrective
repetition. Findings reveal that recasts and noncorrective repetition fulfill identical functions
distributed in equal proportions and, furthermore, that teachers frequently use positive
feedback to express approval of the content of learners' messages, irrespective of
well-formedness, to accompany, also in equal proportions, recasts, noncorrective repetition,
and even topic-continuation moves following errors. The findings suggest that, from the
perspective of both learners and teachers, the corrective reformulations entailed in recasts
may easily be overridden by their functional properties in meaning-oriented classrooms.
Publisher
Cambridge University Press (CUP)
Subject
Linguistics and Language,Language and Linguistics,Education
Cited by
282 articles.
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