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Direct linkSaito, Kazuya; Lyster, Roy – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
Whereas second language (L2) education research has extensively examined how different types of interactional feedback can be facilitative of L2 development in meaning-oriented classrooms, most of these primary studies have focused on recasts (i.e., teachers' reformulations of students' errors). Some researchers have claimed that recasts serve an…
Descriptors: Pronunciation, Teaching Methods, Native Speakers, English (Second Language)
