表題番号：2013B-248
日付：2014/04/10
研究課題母語話者および非母語話者英語教師によるリキャストとその効果に関する研究
| 研究者所属（当時） | 資格 | 氏名 | |
|---|---|---|---|
| （代表者） | 国際学術院 | 助手 | 浅利 庸子 |
- 研究成果概要
- Abundant research on NS (native speaker)-NNS (non-native speaker) interaction has been undertaken to explore various corrective feedback (CF) types and their roles in second language acquisition (SLA). Recasts, a type of implicit CF, have been a target of empirical and theoretical inquiry as their acquisitional value is widely disputed. Some researchers praise recasts for their unobtrusiveness and learner-centeredness (e.g., Long, 1996); others argue that the lack of clear indicators of negative evidence may lead learners to overlook teachers’ intention to make corrections and thus may not lead to learners’ interlanguage (IL) restructure (e.g., Lyster, 1998). Yet, a closer examination of recast studies reveals that the discrepancies in the findings can be attributed to the fact that the efficacy of recasts is constrained by numerous factors.
The present study explored how foreign language (FL) teachers’ L1 background affects their provision of recasts. For this study, data were collected from NS teachers (n=10) and NNS teachers (n=9). The findings indicated that teachers’ L1 does indeed affect the provision of recasts in terms of quality and quantity. As for the quality of recasting, NS teachers’ used techniques to enhance the saliency of recasts more so than NNS teachers: the former provided segmented and stressed recasts. These characteristics help learners to attend to the positive and/or negative evidence in recasts in order to identify and/or notice the gap (e.g., Loewen and Philp, 2006, Sheen, 2006).
As for the differences in the quantity of recasting, the NNS teachers provided less recasting than NS teachers; moreover, over a third of the NNS teachers’ recasts were not useful as they themselves contained an error. Given that positive evidence in recasts is the most readily available input which learners can use for their IL and TL comparison, the provision of erroneous recasts is problematic as they may encourage incorrect IL restructuring and/or fossilization. Provision of recasts requires conditioned reflex on the part of teachers, and for NNS teachers this real-time process is as demanding as it is for learners. For teachers’ professional development, there seems to be a need for assessing the usability of recasts not only from learners’ point of view but also from teachers’.
In some countries such as Japan, EFL lessons have valued a more traditional pedagogy such as the audiolingual and translation methods where teachers employ a more explicit type of CF. Yet with a rise in demand for more communicative instruction, NNS teachers are required to learn ways to provide efficient recasts. The results of these studies serve to provide a model of how teachers can provide CF in such instructional contexts. Further research will concentrate on exploringhow the two teacher types differ in their beliefs about CF and how this factor influences their actual practice.