Negative feedback serves as a means of correcting and rectifying students’utterances.While content feedback is commonly used in extensive reading course,indirect feedback dominates in written assignments,providing st...Negative feedback serves as a means of correcting and rectifying students’utterances.While content feedback is commonly used in extensive reading course,indirect feedback dominates in written assignments,providing students with opportunities for second thoughts and self-correction.For oral limited-response and open-ended questions,recasts are predominantly used to give students more time to reflect and reduce teacher talk,thereby mitigating anxiety and enhancing learning motivation.展开更多
Recasts are the most frequently used in class to give corrective feedback.However,there is a hot debate about their effectiveness in facilitating second language acquisition(SLA).The article aims to examine the effect...Recasts are the most frequently used in class to give corrective feedback.However,there is a hot debate about their effectiveness in facilitating second language acquisition(SLA).The article aims to examine the effectiveness and explore ways to optimize the facilitative role of recasts in class.展开更多
The roles of recasts have been intensively studied in the first language (L1) research. This essay explores the role of recasts in second language acquisition, mainly focusing on discussing the studies addressing the ...The roles of recasts have been intensively studied in the first language (L1) research. This essay explores the role of recasts in second language acquisition, mainly focusing on discussing the studies addressing the following two issues: (1) the effects of recasts on the interaction of communication oriented classroom; (2) the role of recasts in promoting interlanguage development.Mixed evidence has been presented by second language (L2) studies regarding the impacts of recasts on second language acquisition.展开更多
Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast t...Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.展开更多
Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast eff...Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast effectively in practice.展开更多
Objective: The aim of this study was to compare the effects of different surface treatments on the elemental composition stability of as-received and recast types of NiCr casting alloys. Material and Methods: Six comm...Objective: The aim of this study was to compare the effects of different surface treatments on the elemental composition stability of as-received and recast types of NiCr casting alloys. Material and Methods: Six commercial NiCr dental casting alloys (Kera N, Nodelco, Bellabond, Wiron 99, Metaplus VK, and Tritech D) were used in this study. Seventy-two specimens (12 × 12 × 1.2 mm) were produced using the lost-wax casting process. Three casting protocols were established in relation to the proportion of as-received and recast alloys: Group A (100% as-received metal), Group B (50 wt% new metal, 50 wt% once-recast metal), and Group C (100% once-recast metal). Two specimens in every group received two different surface treatments: sandblasting with 110 μmm Al2O3 or oxidation firing. An elemental analysis was performed with x-ray energy-dispersive spectroscopy. Results were subjected to one-way analysis of variance and Tukey HSD tests. Results: The elemental composition was significantly different in the casting groups and treatment groups (p < 0.05). The lowest mean weight percentage Ni value was recorded for Group C and the highest for Group A. Aluminum-oxide sandblasting of the alloy surface reduced the mean weight percentage for Cr. Conclusion: Recasting metal alloys may adversely affect surface quality.展开更多
文摘Negative feedback serves as a means of correcting and rectifying students’utterances.While content feedback is commonly used in extensive reading course,indirect feedback dominates in written assignments,providing students with opportunities for second thoughts and self-correction.For oral limited-response and open-ended questions,recasts are predominantly used to give students more time to reflect and reduce teacher talk,thereby mitigating anxiety and enhancing learning motivation.
文摘Recasts are the most frequently used in class to give corrective feedback.However,there is a hot debate about their effectiveness in facilitating second language acquisition(SLA).The article aims to examine the effectiveness and explore ways to optimize the facilitative role of recasts in class.
文摘The roles of recasts have been intensively studied in the first language (L1) research. This essay explores the role of recasts in second language acquisition, mainly focusing on discussing the studies addressing the following two issues: (1) the effects of recasts on the interaction of communication oriented classroom; (2) the role of recasts in promoting interlanguage development.Mixed evidence has been presented by second language (L2) studies regarding the impacts of recasts on second language acquisition.
文摘Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.
文摘Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast effectively in practice.
文摘Objective: The aim of this study was to compare the effects of different surface treatments on the elemental composition stability of as-received and recast types of NiCr casting alloys. Material and Methods: Six commercial NiCr dental casting alloys (Kera N, Nodelco, Bellabond, Wiron 99, Metaplus VK, and Tritech D) were used in this study. Seventy-two specimens (12 × 12 × 1.2 mm) were produced using the lost-wax casting process. Three casting protocols were established in relation to the proportion of as-received and recast alloys: Group A (100% as-received metal), Group B (50 wt% new metal, 50 wt% once-recast metal), and Group C (100% once-recast metal). Two specimens in every group received two different surface treatments: sandblasting with 110 μmm Al2O3 or oxidation firing. An elemental analysis was performed with x-ray energy-dispersive spectroscopy. Results were subjected to one-way analysis of variance and Tukey HSD tests. Results: The elemental composition was significantly different in the casting groups and treatment groups (p < 0.05). The lowest mean weight percentage Ni value was recorded for Group C and the highest for Group A. Aluminum-oxide sandblasting of the alloy surface reduced the mean weight percentage for Cr. Conclusion: Recasting metal alloys may adversely affect surface quality.
