Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective
Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective
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脚手架反馈、重铸和第二语言发展：社会文化视角
DOI：
10.1111/j.1540-4781.2014.12060.x
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Ehsan Rassaei
中科院分区：
文献类型：
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作者：
Ehsan Rassaei
本研究探讨并比较了支架式反馈和重铸对二语发展的影响。支架反馈的概念是基于Vygotsky的支架和辅助性能的概念操作。该研究包括78名波斯语EFL学习者，他们被分配到控制组或两个实验组之一。实验组的学习者在与对话者进行基于任务的互动过程中接受重铸或脚手架反馈，而控制组的学习者执行相同的任务，但没有收到反馈。两个独立的措施，一个不定时的语法判断测试和口语生产任务，作为前测和后测，调查学习者的成绩在两个实验组相比，控制条件。数据分析的结果表明，支架反馈有助于更高水平的发展相比重铸。该研究的结果和影响进行了讨论，从几个角度。【作者摘要】
The study reported here investigated and compared the effects of scaffolded feedback and recasts on second language (L2) development. The concept of scaffolded feedback was operationalized based on Vygotsky's concepts of scaffolding and assisted performance. The study included 78 Persian EFL learners who were assigned to either a control group or one of two experimental groups. Learners in the experimental groups received either recasts or scaffolded feedback for their errors during task-based interactions with their interlocutors while learners in the control group performed the same task but received no feedback. Two dependent measures, an untimed grammaticality judgment test and an oral production task, were administered as pretests and posttests to investigate learners' achievements in the two experimental groups compared with the control condition. The results of data analysis revealed that scaffolded feedback contributed to higher levels of development compared with recasts. The study's findings and implications are discussed from several perspectives. [ABSTRACT FROM AUTHOR]