Table of Contents ……………………………………………………………………

 

 

VI

 

 

 

List of Tables ………………………………………………………………….………

 

 

IX

 

 

 

List of Figures ………………………………………………………………………..

 

 

XI

 

 

 

Abstract ………………………………………………………………………………..

 

 

1

 

 

 

CHAPTER 1: INTRODUCTION

 

 

 

 

 

 

1.1. Introduction …………………………………………………………..………..

 

 

3

 

 

 

1.2. Statement of the problem ………………………………………………………

 

 

7

 

 

 

1.3. Research Questions ……………………………………………….………….

 

 

8

 

 

 

1.4. Research Hypotheses ……………………………………………..…………

 

 

8

 

 

 

1.5. Definition of important terms ……………………………..……………….

 

 

9

 

 

 

1.6. Significance and Justification of the study……………………..………..

 

 

10

 

 

 

1.7. Limitations and Delimitation …………………………………………..…..

 

 

11

 

 

 

 

1.8. Purpose of the study……………………………………………….…………                                                                                    

 

 

12

 

 

 

CHAPTER 2: REVIEW OF LITERATURE

 

 

 

 

 

 

2.1. Introduction ……………………………………………………………..…….

 

 

16

 

 

 

2.2. Researches Relate to Recast …………..…………………………………….

 

 

16

 

 

 

   2.2.1. Theoretical Background of Recast ……………………………………  

 

 

16

 

 

 

   2.2.2. Problems Remaining ……………………………………………………..

 

 

17

 

 

 

     2.2.2.1. The Definition of Recast ……………………………………………..

 

 

17

 

 

 

     2.2.2.2. Theoretical Value of Recast ………………………………………..

 

 

22

 

 

 

     2.2.2.3. Practical advantages of Recast ………………………….…………

 

 

22

 

 

 

     2.2.2.4. Disadvantages of Recasts ………………………………….………..

 

 

22

 

 

 

     2.2.2.5. Ambiguity of Recast …………………………………………………

 

 

22

 

 

 

   2.2.3. Different types of Recasts …………………………………………..…..

 

 

23

 

 

 

   2.2.4. Claimed Implicitness of Recast ………………………………………..

 

 

24

 

 

 

   2.2.5. Research Rationale ………………………………………………………

 

 

25

 

 

 

   2.2.6. Recast in second and foreign language acquisition research …..

 

 

26

 

 

 

   2.2.7. Empirical Studies …………………………………………………………

 

 

30

 

 

 

     2.2.7.1. Descriptive Studies …………………………….….………………….

 

 

30

 

 

 

     2.2.7.2. Experimental Studies …………………………………………….….

 

 

31

 

 

 

2.3. Researches Related to Metalinguistic Feedback ………………..….…

 

 

33

 

 

 

   2.3.1. Categories of Metalinguistic Feedback ……………………………….

 

 

33

 

 

 

     2.3.1.1. Syntactic Awareness ………………………..………………………..

 

 

34

 

 

 

     2.3.1.2. Pragmatic Awareness …………………………………….…………

 

 

37

 

 

 

   2.3.2. Definition of Metalinguistic Feedback …………..…………………..

 

 

42

 

 

 

   2.3.3. Major Studies On Metalinguistic Feedback …………….…………

 

 

44

 

 

 

2.4. Researches Related to Pronunciation ……………………………………

 

 

46

 

 

 

CHAPTER 3: METHODOLOGY

 

 

 

 

 

 

3.1. Introduction ………………………………………………..………………….

 

 

48

 

 

 

3.2. Participants ……………………..……………………………………………..  

 

 

49

 

 

 

3.3. Instrumentation ………………………………………………………………

 

 

49

 

 

 

   3.3.1. Recast and Metalinguistic Feedback Questionnaire ………….…

 

 

50

 

 

 

3.4. Population and Sampling ……………………………………..……………

 

 

51

 

 

 

3.5. Design ……………………………………………………………………………

 

 

52

 

 

 

3.6. Procedure and Data Collection ……………………….……………………

 

 

52

 

 

 

3.7. Data Analysis …………………………………………………………………..

 

 

53

 

 

 

CHAPTER 4: DATA ANALYSIS AND RESULTS

 

 

 

 

 

 

4.1. Introduction ……………………………………………………………………

 

 

55

 

 

 

4.2. Restatement of the Research Questions and Hypotheses ………..…

 

 

55

 

 

 

4.3. Result of the description ……………………………………………………

 

 

56

 

 

 

4.4. Descriptive Statistics of frequencies procedures …………………..…

 

 

59

 

 

 

4.5. Test of Normality according to the questionnaire scores …………..

 

 

66

 

 

 

4.6. Descriptive Statistics according to the selected options ……………..

 

 

68

 

 

 

4.7. Population Pyramids ………………………………………………………..

 

 

71

 

 

 

4.8. Pie Chart …………………………………………..……….……..……………

 

 

72

 

 

 

4.9. Bar Chart ………………………………………………………………………

 

 

75

 

 

 

4.10. Frequency Tables ……………………………………………………………………

 

 

76

 

 

 

4.11. Analysis of the data related to the Research1st &2nd hypotheses

 

 

91

 

 

 

4.12. Friedman Test …….………………………………………………..………..

 

 

92

 

 

 

4.13. Wilcoxon Signed Ranks Test …………………….………………………

 

 

93

 

 

 

4.14. Analysis of the data related to the Research 3^rd hypothesis ……….

 

 

95

 

 

 

CHAPTER 5: CONCLUSION, IMPLICATION and

 

 

RECOMMENDATION

 

 

 

 

 

5.1. Introduction ……………………………………………………………………

 

 

97

 

 

 

5.2. Discussion and Conclusion …………………………………………………

 

 

97

 

 

 

5.3. Implication ………………………………………………………………….…

 

 

104

 

 

 

5.4. Recommendation ………………………………………………………..……

 

 

106

 

 

 

Appendices

 

 

 

 

 

 

Appendix A: Belief Questionnaire ………………………….…………………

 

 

109

 

 

 

Appendix B: Assessment …………………………………….……………….….

 

 

113

 

 

 

Appendix C: Pilot Data …………………………….………………..…………..

 

 

114

 

 

 

Appendix D: Pilot Statistics …………………….……….……………..………..

 

 

117

 

 

 

Appendix E: Questionnaire Data ………………………………………….……

 

 

118

 

 

 

Appendix F: Questionnaire Scores ……………………………………….……

 

 

127

 

 

 

References ……………………………………………………………………………..

 

 

128

 

 

 

Abstract in Farsi ……………………………………………………………………..

 

 

136

 

 

 

 

LIST OF TABLES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 2.1: Definition of Recast …………………………………………………….	17
Table 4.1: Reliability Statistics of the questionnaire ………………………………	56
Table 4.2. Rotated Component Matrix ………………..……………………………	57
Table 4.3: Reliability Statistics of the first ten questionnaire ……………………	58
Table 4.4: Reliability Statistics of the second ten questionnaire …………………	59
Table 4.5: Reliability Statistics of the third ten questionnaire ………….……….	59
Table 4.6: Descriptive Statistics of 3 groups of the questions ……………………	60
Table 4.7: Tests of Normality according to the scores ……………………………	66
Table 4.8: Statistics of questions 1-10……………………………..……………….	68
Table 4.9: Statistics of questions 11-20…………………………………………….	68
Table 4.10: Statistics of questions 21-30 …………………………..………………	68
Table 4.11: Q1 Frequency …………………………………………………………	76
Table 4.12: Q2 Frequency …………………………………………………………	77
Table 4.13: Q3 Frequency …………………………………………………………	77
Table 4.14: Q4 Frequency …………………………………………………………	78
Table 4.15: Q5 Frequency …………………………………………………………	78
Table 4.16: Q6 Frequency …………………………………………………………	79
Table 4.17: Q7 Frequency …………………………………………………………	79
Table 4.18: Q8 Frequency …………………………………………………………	80
Table 4.19: Q9 Frequency …………………………………………………………	80
Table 4.20: Q10 Frequency ………………………………………………………..	81
Table 4.21: Q11 Frequency ………………………………………………………..	81
Table 4.22: Q12 Frequency ………………………………………………………..	82
Table 4.23: Q13 Frequency ………………………………………………………..	82
Table 4.24: Q14 Frequency ………………………………………………………..	83
Table 4.25: Q15 Frequency ………………………………………………………..	83
Table 4.26: Q16 Frequency ………………………………………………………..	84
Table 4.27: Q17 Frequency ………………………………………………………..	84
Table 4.28: Q18 Frequency ………………………………………………………..	85
Table 4.29: Q19 Frequency ………………………………………………………..	85
Table 4.30: Q20 Frequency ………………………………………………………..	86
Table 4.31: Q21 Frequency ………………………………………………………..	86
Table 4.32: Q22 Frequency ………………………………………………………..	87
Table 4.33: Q23 Frequency ………………………………………………………..	87
Table 4.34: Q24 Frequency ………………………………………………………..	88
Table 4.35: Q25 Frequency ………………………………………………………..	88
Table 4.36: Q26 Frequency ………………………………………………………..	89
Table 4.37: Q27 Frequency …………………………………………………..……	89
Table 4.38: Q28 Frequency ………………………………………………………..	90
Table 4.39: Q29 Frequency ………………………………………………………..	90
Table 4.40: Q30 Frequency ………………………………………………………..	91
Table 4.41: Friedman Test………………………………………………………….	93
Table 4.42: Wilcoxon Signed Rank Test…………………………………………..	94

 

 

 

 

 

LIST OF FIGURES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 4.1. Frequency histogram of scores Q1-Q10 ………………………………..	63
Figure 4.2. Frequency histogram of scores Q11-Q20…………………………….	64
Figure 4.3. Frequency histogram of scores Q21-Q30…………………………..	65
Figure 4.4. Boxplot of 3 groups of questions ………………………………………	67
Figure 4.5. Frequency mean comparison of scores Q11-Q20 & Q21-Q30 ………	71
Figure 4.6. Mean pie chart of Q1-Q10 ……………………………………………..	72
Figure 4.7. Mean pie chart of Q11-Q20 ……………………………………………	73
Figure 4.8. Mean pie chart of Q21-Q30 ……………………………………………	74
Figure 4.9. Mean Bar chart of Q11-Q20 & Q21-Q30 …………………………….	75

 

 

 

 

 

ABSTRACT

 

 

 

This study investigated teachers’ perceptions about the effects of Recast and Metalinguistic Feedback on Pronunciation of Elementary Learners. This study examined teachers’ preferences for pronunciation error correction and compared the differences between them, suggesting more effective ways of treating learners’ pronunciation errors in English Second Language settings. Recast and Metalinguistic Feedback are two important correction feedbacks which have great effects on language teaching and learning strategies. Therefore understanding learners` pronunciation mistakes and knowing teachers` perceptions have always been one of the highly controversial issues among language teaching experts. The purpose of this study was the preferences for pronunciation error correction among teachers. One hundred adult English Second Language teachers in seven branches of Javanan Bartar Institute participated in this survey. They were selected from adults with the same level of proficiency and all of them were teaching elementary learners. The results revealed that the teachers agreed that pronunciation error correction especially Recast is necessary for L2 improvement. In general there were more significant differences between the teachers regarding Recast than those teachers who considered Metalinguistic Feedback.

 

Key words: Recast, Metalinguistic Feedback, Pronunciation                                                                    

 

 

 

Chapter 1

 

 

 

Introduction