خلاصة:
The present study aimed at investigating the effects of explicit and implicit recasts on Iranian EFL learners' acquisition of English relative clauses. For this purpose,64 participants were selected out of 94 intermediate level EFL learners at Falaghlanguage Institute, Rasht, Iran. To have homogenized groups, the researcher administered a language proficiency test (TOEFL). Then, the researchers assigned them randomly to the explicit recast group, implicit recast group, and control group. They carried out some information gap tasks within four sessions. One group received explicit recast, the other group received implicit recast and the control one got no corrective feedback, for the target linguistic errors during the task performance. A grammatical judgment test was applied as the pretest and immediate posttest. The results of a paired-samples t-test and analyses of variance (ANOVA) showed that the scores of all three groups improved significantly overtime. However, the explicit recast group did significantly better than both the control group and the implicit recast group. The results of the study were elaborated in terms of counterbalance hypothesis and noticing hypothesis. The superiority of explicit recast implied a beneficial role for negative evidence in SLA and that explicit recast was a better choice than implicit recast in the L2 classroom.
ملخص الجهاز:
"The Impact of Explicit and Implicit Recasts on the Grammatical Accuracy of Iranian EFL Learners’ Writing Performance Saeideh Ahangari1, Farhad Golpour*2 1,2Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran *corresponding author: golpourf@gmail.
7 Abstract The present study aimed at investigating the effects of explicit and implicit recasts on Iranian EFL learners' acquisition of English relative clauses.
Many researchers have investigated corrective feedback and its effectiveness on different language aspects such as pronunciation, writing and grammar (Loewen&Erlam, 2006; Gass& Mackey, 2005), different characteristics of feedback including amount of explicitness (Takahashi, 2007), the positive effects of various kinds of CF (Perdomo, 2008; Nassaji, 2009; Ellis,2006;) number of changes and linguistic differences( Egi, 2007).
Moreover; Carroll and Swain (1993) found that second language learners that received metalinguistic explanation in comparing to those that received no feedback recast or prompts, produced more correct utterances.
In a study done by Han (2002) using corrective feedback in one group compared to other group receiving no treatment at all, he discovered that recasts can help in promoting consistency of tense use in oral and written forms.
Ellis, Erlam and Loewen (2006) studied the effectiveness of explicit and implicit corrective feedback on the performance of low- intermediate students.
This may result from the fact that learners consider this recast as verification of meaning rather than correcting the erroneous forms The outperformance of the explicit recast group over the implicit one revealed the superiority of explicit recast over implicit one in the post-test."