The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.
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Cited by
Cited by 10 other publications
Kamiya, Nobuhiro
2021. What characteristics of recasts facilitate accurate perception when overheard by true beginners?. Language Teaching Research► pp. 136216882110575 ff.
2021. Corrective Feedback in Second versus Foreign Language Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 473 ff.
Oliver, Rhonda & Rebecca Adams
2021. Oral Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 187 ff.
Oliver, Rhonda & Agurtzane Azkarai
2017. Review of Child Second Language Acquisition (SLA): Examining Theories and Research. Annual Review of Applied Linguistics 37 ► pp. 62 ff.
Oliver, Rhonda, Honglin Chen & Stephen Moore
2016. Review of selected research in applied linguistics published in Australia (2008–2014). Language Teaching 49:4 ► pp. 513 ff.
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2 ► pp. 507 ff.
Wang, Yibei & Danli Li
2022. Translanguaging pedagogy in tutor’s oral corrective feedback on chinese EFL learners’ argumentative writing. Asian-Pacific Journal of Second and Foreign Language Education 7:1
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