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Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v14 n1 p1-28 2011

This article investigates a language learner's cognitive ability (i.e., form-orientation) in detecting the corrective nature of non-salient feedback, by reviewing the operationalizations and reported effectiveness of recasts in recent SLA literature. Two directionalities which seem to have resulted in the divergent findings of recast effectiveness will be discussed: (a) operationalized (or intact) explicitness or implicitness of recasts, which designate the level of noticeability (i.e., feedback factors) and (b) contextual variables, including where a study was conducted and participants' learning background, which ultimately influence the effectiveness of recasts on language development (i.e., learner factors). To expose learner factors accordingly, learning contexts and learner's explicit knowledge will be discussed as possible variables in forming cognitive orientation. By taking an interdisciplinary approach to explore the constitution of the orientation, namely, SLA, psycholinguistic, and sociocultural approaches, this article concludes that contexts and explicit knowledge interdependently create the cognitive ability that enhances the noticing of implicit recasts, which then arguably determines subsequent language development. (Contains 2 tables.)

Descriptors: Feedback (Response), Interdisciplinary Approach, Cognitive Processes, Second Language Learning, Cognitive Ability, Grammar, Error Correction, Language Research, Psycholinguistics, Sociocultural Patterns, Context Effect

Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site:

Author: Sato, Masatoshi



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