Recasting

Saito, Kazuya (2018) Recasting. In: Liontas, J.I. (ed.) The TESOL Encyclopedia of English Language Teaching. Wiley. ISBN 9781118784228.

Abstract

Among the many corrective feedback techniques at ESL/EFL teachers' disposal, recasting has been identified as the most frequent and preferred type of feedback in response to students' pronunciation, vocabulary, and grammar errors. According to the extensive literature, recasts can be effectively used to help students improve their linguistic accuracy in meaning‐oriented classrooms. However, it is noteworthy that students do not always succeed in identifying recasts as corrections when their linguistic errors do not directly cause communication breakdown or when they do not have much second language (L2) knowledge to notice and self‐correct their non‐targetlike production after teachers' recasts. To promote the continued growth of students' L2 abilities, it is recommended that teachers increase the saliency of feedback by providing it in the context of form‐focused tasks with metalinguistic information; in this way, the pedagogical potential of recasts can be maximized.

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