DOI:
https://doi.org/10.14483/udistrital.jour.calj.2015.1.a06Published:
2015-05-06Issue:
Vol 17, No 1 (2015) January-JuneSection:
Research ArticlesDifferential effects of focused and unfocused recasts on EFL learners’ oral accuracy
Efectos diferenciados en la precisión oral de los aprendices del inglés como lengua extranjera
Keywords:
precisión, reformulación enfocada (intensiva), reformulación fuera de foco (extensiva) (es).Keywords:
Accuracy, focused (intensive) recast, uunfocused (extensive) recast (en).Abstract (en)
One of the limitations of meaning-focused instruction in the EFL context is that a communicative approach is not sufficient enough to ensure higher levels of oral accuracy. The purpose of the current study was to investigate the effects of two different focus-on-form techniques, unfocused and focused recasts, on EFL learners’ oral accuracy. Three pre-intermediate intact classes were randomly selected as the focused recast, unfocused recast, and control groups. In the focused recast group, the focus of correction was on simple past tense errors. In the unfocused recast group, the recast was provided for all errors. In the control group, there was no corrective feedback. Learners’ oral accuracy as the number of Error-free T-units per T-units was measured. One-way ANOVAs indicated that the differences among groups were only significant in sessions five and six. Tukey’s HSD (honest significant difference) indicated that the focused recast group outperformed both the unfocused and the control groups in these sessions and there were no significant differences between the other two groups. These findings suggest that focus on form can be an effective tool for the development of the oral accuracy in EFL situations. In addition, recasting learners’ oral errors could enhance oral accuracy.
Abstract (es)
Una de las limitaciones de la enseñanza centrada en el significado en el contexto EFL es que un enfoque comunicativo no es suficiente para garantizar un mayor nivel de precisión oral. El objetivo del presente estudio fue investigar los efectos de dos técnicas diferentes de enfoque en forma, reformulaciones desenfocadas y enfocadas, sobre la precisión oral de estudiantes de inglés como lengua extranjera (EFL). Tres clases pre-intermedias intactas fueron seleccionadas al azar como la reformulación enfocada, reformulación fuera de foco, y los grupos de control. En el grupo de reformulación enfocada, el foco de la corrección era en los errores en tiempo pasado simples. En el grupo de reformulación fuera de foco, se proporcionó la reformulación de todos los errores. En el grupo de control, no hubo retroalimentación correctiva. Se midió la precisión oral de los alumnos como el número de T-unidades por T-unidades sin errores. One-way ANOVA indicó que las diferencias entre los grupos sólo fueron significativas en sesiones de cinco y seis. El examen HSD (honest significant difference) de Turquía indicó que el grupo de reformulación enfocado superó tanto a los grupos fuera de foco y el grupo de control en estas sesiones y no hubo diferencias significativas entre los otros dos grupos. Estos hallazgos sugieren que la atención a la forma puede ser una herramienta eficaz para el desarrollo de la precisión oral en contextos de inglés como lengua extranjera. Además, reformular los errores orales de los alumnos podrían mejorar la precisión oral.
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