Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation
Book Chapter
Gurzynski-Weiss, L, Al Khalil, M, Baralt, M et al. (2015). Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation
. 151-169.
Gurzynski-Weiss, L, Al Khalil, M, Baralt, M et al. (2015). Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation
. 151-169.
This study sought to extend the work of Sachs and Suh (2007), who investigated the effectiveness of textually enhanced recasts for second language (L2) development in relation to learners' attentional processes (including awareness) in a synchronous computer-mediated communication (SCMC) environment. The current study addressed whether levels of awareness (high vs. low) are related to type of feedback (enhanced vs. unenhanced) and to type of linguistic item (lexis vs. morphology vs. syntax), and whether there are interactions between the aforementioned factors. Participants were 24 second- and third-semester adult L2 learners of university Spanish, who were randomly assigned to either an enhanced or unenhanced recast group. Each participant completed three consecutive story re-tell tasks (each with a different linguistic item) individually via iChat with a native or near-native interlocutor while thinking out loud. Each re-tell contained 12 target linguistic items. When participants made a mistake with a target item, the interlocutor provided an enhanced or unenhanced recast. Results revealed that while learners' reported level of awareness was not related to type of recast, it was significantly related to type of linguistic item. Learners reported more awareness for recasts targeting lexis, as compared to morphology and syntax. Implications for language research and methodology are discussed, as well as future directions of study.
