The Effect of Recasts and Prompts on the Learning of New Linguistic Features

• In Event: Roundtable Session 34
  In Roundtable Session: Comprehension During and After Reading

Abstract

The relative effect of two corrective feedback strategies, namely recasts and prompts, is a subject of intensive inquiry. Previous research has mainly focused on the effect of recasts and prompts on the learning of linguistic features that learners already knew, and little research base exists concerning the comparative effectiveness of these two feedback strategies on the learning of new knowledge, though it has been hypothesized that recasts may be more beneficial for the learning of new features than prompts (Ellis & Sheen, 2006; Nassaji, 2009). This report presents some initial data that support and explain the beneficial effect of prompts over recasts in promoting the learning of new features.

Authors

• Ting Ding, University of Cambridge

• Androula Yiakoumetti, Oxford Brookes University

• Michael Evans, University of Cambridge

• Yang Zhao, Peking University