The Effects of Intensive and Extensive Recasts on Learning the Third Person Singular -s

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Sükür, Murat (ORCID Sükür, Murat (ORCID 0000-0002-1327-5703); Demircan, Fatma Esra (ORCID Demircan, Fatma Esra (ORCID 0000-0001-7131-8030)
  • Language:
    English
  • Source:
    Novitas-ROYAL (Research on Youth and Language). 2020 14(2):58-75.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
    Speeches/Meeting Papers
  • Additional Information
    • Availability:
      Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: [email protected]; Web site: http://www.novitasroyal.org/
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Comparative Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Feedback (Response); Morphemes; Grammar; Pretests Posttests; Scores; Language Tests; Decision Making; Instructional Effectiveness; Linguistic Theory; Metalinguistics; Writing Tests; Foreign Countries; Teacher Education Programs; Undergraduate Students
    • Subject Terms:
      Turkey
    • ISSN:
      1307-4733
    • Abstract:
      This quasi-experimental research aims to investigate the effects of intensive and extensive recasts on learning the English simple present singular -s. In line with this purpose, firstly 56 beginner level learners were non-randomly assigned to three different groups: written intensive recast (n = 20), written extensive recast (n = 17), and control group (n = 19). Then untimed grammaticality judgment test (UGJT), sentence writing test, and story writing test were administered to all participants as pretests. For the treatment process, the participants in the experimental groups received either intensive or extensive recasts, while the participants in the control group did not receive any feedback. Afterwards, all the participants took posttests and delayed posttests immediately after the treatment and two weeks later, respectively. The comparison of the UGJT gain scores indicated that the intensive recast group outperformed the control group in short term and outperformed the extensive recast group in long term. In contrast to this, the comparison of the other tests results revealed no significant difference among the groups. The reasons for these results are discussed in consideration of the previous studies and relevant implications are suggested in this research. [This study was presented at the International Language Teacher Education Conference in April 2019 in Antalya, Turkey.]
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1272389