Numerous studies have been focused on corrective feedback (CF), specifically recasts. These studies have identified, classified, and explained their acquisitional effects. In terms of acquisitional effects, however, it seems that the studies have not yet covered all areas of grammar which constitutes a very broad range of issues. This study was an attempt to address this problem to some extent by investigating the effects of implicit and explicit recasts on the acquisition of simple perfect tenses (simple present, past, and future perfect tenses). In a within-between pretest-posttest group design, 45 Iranian students of English as a foreign language were assigned to two experimental and one control groups and underwent a treatment which lasted for 15 sessions. The students then were tested on their ability in correct application of simple perfect tenses. Following that, the collected data were subjected to different statistical tests, including MANOVA. The final results affirmed the effectiveness of recasts in improving the acquisition of simple perfect tenses. Of the two types of recasts—explicit vs. implicit—used in the study, explicit recasts proved to be more effective. Among the three tenses studied simple present perfect and simple future perfect tenses seemed to be more significantly affected.
| Published in | International Journal of Language and Linguistics (Volume 3, Issue 4) |
| DOI | 10.11648/j.ijll.20150304.20 |
| Page(s) | 258-265 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Implicit, Explicit, Recast
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APA Style
Sepehr Enjili, Asgar Mahmoudi. (2015). Learning Simple Perfect Tenses Using Implicit and Explicit Recasts. International Journal of Language and Linguistics, 3(4), 258-265. https://doi.org/10.11648/j.ijll.20150304.20
ACS Style
Sepehr Enjili; Asgar Mahmoudi. Learning Simple Perfect Tenses Using Implicit and Explicit Recasts. Int. J. Lang. Linguist. 2015, 3(4), 258-265. doi: 10.11648/j.ijll.20150304.20
AMA Style
Sepehr Enjili, Asgar Mahmoudi. Learning Simple Perfect Tenses Using Implicit and Explicit Recasts. Int J Lang Linguist. 2015;3(4):258-265. doi: 10.11648/j.ijll.20150304.20
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Download@article{10.11648/j.ijll.20150304.20,
author = {Sepehr Enjili and Asgar Mahmoudi},
title = {Learning Simple Perfect Tenses Using Implicit and Explicit Recasts},
journal = {International Journal of Language and Linguistics},
volume = {3},
number = {4},
pages = {258-265},
doi = {10.11648/j.ijll.20150304.20},
url = {https://doi.org/10.11648/j.ijll.20150304.20},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150304.20},
abstract = {Numerous studies have been focused on corrective feedback (CF), specifically recasts. These studies have identified, classified, and explained their acquisitional effects. In terms of acquisitional effects, however, it seems that the studies have not yet covered all areas of grammar which constitutes a very broad range of issues. This study was an attempt to address this problem to some extent by investigating the effects of implicit and explicit recasts on the acquisition of simple perfect tenses (simple present, past, and future perfect tenses). In a within-between pretest-posttest group design, 45 Iranian students of English as a foreign language were assigned to two experimental and one control groups and underwent a treatment which lasted for 15 sessions. The students then were tested on their ability in correct application of simple perfect tenses. Following that, the collected data were subjected to different statistical tests, including MANOVA. The final results affirmed the effectiveness of recasts in improving the acquisition of simple perfect tenses. Of the two types of recasts—explicit vs. implicit—used in the study, explicit recasts proved to be more effective. Among the three tenses studied simple present perfect and simple future perfect tenses seemed to be more significantly affected.},
year = {2015}
}
TY - JOUR T1 - Learning Simple Perfect Tenses Using Implicit and Explicit Recasts AU - Sepehr Enjili AU - Asgar Mahmoudi Y1 - 2015/07/10 PY - 2015 N1 - https://doi.org/10.11648/j.ijll.20150304.20 DO - 10.11648/j.ijll.20150304.20 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 258 EP - 265 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20150304.20 AB - Numerous studies have been focused on corrective feedback (CF), specifically recasts. These studies have identified, classified, and explained their acquisitional effects. In terms of acquisitional effects, however, it seems that the studies have not yet covered all areas of grammar which constitutes a very broad range of issues. This study was an attempt to address this problem to some extent by investigating the effects of implicit and explicit recasts on the acquisition of simple perfect tenses (simple present, past, and future perfect tenses). In a within-between pretest-posttest group design, 45 Iranian students of English as a foreign language were assigned to two experimental and one control groups and underwent a treatment which lasted for 15 sessions. The students then were tested on their ability in correct application of simple perfect tenses. Following that, the collected data were subjected to different statistical tests, including MANOVA. The final results affirmed the effectiveness of recasts in improving the acquisition of simple perfect tenses. Of the two types of recasts—explicit vs. implicit—used in the study, explicit recasts proved to be more effective. Among the three tenses studied simple present perfect and simple future perfect tenses seemed to be more significantly affected. VL - 3 IS - 4 ER -
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