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

2. 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.

3. 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.

4. 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.

5. 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).

6. 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.”

7. 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

8. 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.

9. 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?

10. Research Design

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

12. Target Structure

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

14. 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

15. 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

16. 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

17. 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)

18. Reliability analysis for language anxiety

19. Speeded Dictation Test

20. Writing Test

21. Error Correction Test

22. TLU analysis for dictation and writing test

23. Reliability of Tests

24. 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

25. 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

26. 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

27. Summary of Statistically Significant Group Differences

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

29. Frequency of Learner Repair

30. 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.

31. 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.

32. End of this Presentation