How effective are recasts in teaching /θ/ and /ð/ to EFL learners?

Article Sidebar

Published: Jan 31, 2018
Updated: 2018-01-31
Versions:
2018-01-31 (1)
DOI: https://doi.org/10.18844/ijlt.v10i1.3148

Main Article Content

Maryam Karami
Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan 81551-39998, Iran
Laya Heidari Darani
Department of English, Falavarjan Branch, Islamic Azad University, Falavarjan 155/84515, Iran.

Abstract

This study explored the effect of recasts as corrective feedback (CF) on teaching the sounds /θ/ and /ð/ to Iranian EFL learners, which are absent in Persian. A group of 30 intermediate level students studying English were assigned randomly to the experimental group (EG) and control group (CG). The EG was instructed by giving recasts as CF; while the CG received no feedback when they were taught these sounds. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. The collected data were analysed using paired-samples t tests. Language learners in the recast group outperformed those in the CG in the posttest. The results showed that recast was an effective feedback type in teaching both the sounds. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners.


 


Keywords: Corrective feedback, errors, form-focused instruction, recast, sounds /ð/ and /θ/.


 


 

Downloads

Download data is not yet available.

Article Details

How to Cite
Karami, M., & Heidari Darani, L. (2018). How effective are recasts in teaching /θ/ and /ð/ to EFL learners?. International Journal of Learning and Teaching, 10(1), 78–90. https://doi.org/10.18844/ijlt.v10i1.3148
Issue
Vol. 10 No. 1 (2018): January
Section
Articles

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).