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dc.contributor.advisorAmmar, Ahlem
dc.contributor.authorTaddarth, Assma
dc.date.accessioned2011-02-18T15:40:33Z
dc.date.availableNO_RESTRICTIONen
dc.date.available2011-02-18T15:40:33Z
dc.date.issued2011-01-06
dc.date.submitted2010-08
dc.identifier.urihttp://hdl.handle.net/1866/4621
dc.subjectUptakeen
dc.subjectL2en
dc.subjectReformulations implicitesen
dc.subjectReformulations explicitesen
dc.subjectRétroactionen
dc.subjectReformulationsen
dc.subjectCorrective feedbacken
dc.subjectExplicit recastsen
dc.subjectImplicit recastsen
dc.subjectRecastsen
dc.subject.otherEducation - Elementary / Éducation - Enseignement primaire (UMI : 0524)en
dc.titleRecasts, uptake and learning : effects and relationshipsen
dc.typeThèse ou mémoire / Thesis or Dissertation
etd.degree.disciplineSciences de l'éducation - Didactiqueen
etd.degree.grantorUniversité de Montréalfr
etd.degree.levelMaîtrise / Master'sen
etd.degree.nameM.A.en
dcterms.abstractL’uptake est la réponse immédiate de l’apprenant suite à la rétroaction de l’enseignant (Lyster & Ranta, 1997). Cette étude investigue la relation entre l’uptake et l’apprentissage des déterminants possessifs et des questions d’anglais L2. Elle examine aussi l’effet des reformulations implicites et explicites en termes d’uptake et d’apprentissage. Deux classes intensives (ESL) de sixième année du primaire (N=53) à Montréal ont participé à cette étude. Les deux classes ont été réparties en deux groupes : reformulations explicites et reformulations implicites. L’intervention comportait des activités communicatives. Les élèves ont été testés sur les formes cibles immédiatement avant et après le traitement pédagogique en utilisant des taches orales. Les résultats ont confirmé l’effet supérieur des reformulations explicites en termes d’uptake et d’apprentissage et que l’effet des reformulations dépend de la cible. Cette étude a montré aussi que l’uptake peut faciliter l’apprentissage et que son absence n’est pas signe de manque d’apprentissage.en
dcterms.abstractLearner uptake is learner’s immediate response to the teacher’s oral corrective feedback (Lyster & Ranta, 1997). This study investigated the relationship between uptake and L2 learning and examined the effects of implicit and explicit recasts in terms of uptake and learning. Fifty-three students in two intact grade 6 ESL classes in Montreal were assigned to the two experimental conditions-one received implicit recasts and the other explicit recasts as feedback. The treatment included communicative activities; it targeted third-person possessive determiners and question forms. The student’s knowledge of the features was tested immediately before the treatment and immediately after it completed through oral tasks. Results revealed that explicit recasts were more effective than implicit recasts in terms of uptake and learning and that effectiveness of recasts depends on the target feature. It was also found that uptake could facilitate L2 learning; however, its absence should not be equated with absence of learning.en
dcterms.languageengen


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