Enhancing Learner Recognition of Recasts in EFL Classrooms

Researchers have considered that the role of recasts as a trigger for recognition of the gap between the learner’s current interlanguage form and a target form contributes to second language acquisition. However, whether or not recasts can actually play such a role in language classrooms has been questioned. It is therefore important to identify the conditions in which recasts effectively promote learner recognition of gaps. For this reason, the present study investigates which characteristics of recasts are conducive to creating such conditions. Nine English classrooms in Korea participated. Students’ recognition was measured by stimulated recall. The findings indicate that recasts which were simple, declarative, without topic-continuity, lexical, and stressed were the most likely to enhance students’ recognition of gaps.