Second Language Learning - Essay Example

Thus, recasting is perfect for classroom use and is often applied by teachers to see the degree of production reached by their student (Loewn & Philp). However, there is an alternative view to this mode of teaching. Critic Lyster feels recasts to be an ineffective form of teaching (2001). This claim lays on the idea that the other forms of feedback make a more impressive difference. This is because recasts are unable to prove the difference they make. Recasts in their own form are indefinite in showing he progress that is obtained from being used.

The advantage of recasts is their similarity to different types of corrective methods used to L2 learning. This makes 50% of the results used by this form prove to be of great benefit to any learner. Recasts take up different forms. Each form has different characteristics which help determine the effectiveness of its model. The success of this form is evident in the help it provides to the learner and the use of this form. Thus, despite the overriding criticism, this essay will move to prove the different types of recasts and the methods that can be employed to make it a very effective form of learning.

Research: including theoretical articles and reviews on this form of study have found support that a linguistic form of teaching adds to the communication that focuses solely on creating meaning and is thus of great help in the classroom (Doughty & Williams). Greater emphasis is laid for focus on form because it allows the student to learn from mistakes that arise in linguistics instead of paying too much attention to meaning and communication (Long 2002). This allows a natural flow in the class as it allows the student to learn from their mistakes instead of focusing on a specific and particular way of teaching.

This is known as response moves and allows the student to decipher their own error in the words they make. van Lier considers this form of recast to be present in the interaction that exists in a classroom (2007). The different types of forms vary in their context. For instance, incidental feedback is provided to students during a routine use of the language (Ellis 2001). This mode is useful in classroom because it allows the instructor to improvise and assist in teaching without any form of pressure on a student.

It also helps because it allows the student to learn through their mistakes. The other type of feedback is known as corrective feedback. This is when the student uses the language verbally allowing any error to be easily identified by fixing the correctness and exactness that will be evident in communication (Seedhouse 2006). The form is effectiveness in its use because it allows the teacher to know the exact mistakes made by the student and correct them during the communication process. These forms of feedback are seen as immensely useful because of their ability to shift the focus from the content to form.

Thus, instead of focusing on the idea that a mistake has been made, form instead implies the presence of an error (Ellis, Loewen & Erlam). By using this method of feedback, the student is encouraged to realize their own mistake. The teacher