The Role of Functional Recasts in EFL Undergraduate Students’ Learning of Intercultural Communication

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Masaki Kobayashi [+-]
Kanda University of International Studies, Tokyo
Masaki Kobayashi is a Professor and Deputy Chair of the English Department at Kanda University of International Studies with a cross-appointment to the MATESOL Program in the Graduate School of Language Sciences. His scholarly interests lie in the area of educational linguistics, ranging from academic discourse socialization and the integration of language and content instruction to task-based L2 research and teacher education. Masaki's work has appeared in international journals and edited volumes. He received his PhD from the University of British Columbia.
Emi Kobayashi [+-]
Kyoai Gakuen University
Emi Kobayashi is a Professor of TESOL and Program Chair of English Language Studies in the Department of International Social Studies at Kyoai Gakuen University. Her research interests include language teacher education, linguistic ethnography, task-based L2 learning, and the integration of language and content learning in higher education. Emi has published internationally on these topics. She holds a PhD in Education from the University of Stirling.

Description

This chapter focuses on the role of functional recasts (FRs) in Japanese undergraduate students’ linguistic construction of the knowledge structure of PRINCIPLES in their content-based EFL course in intercultural communication. While previous research has illustrated how FRs could be used to upgrade students’ discourse, little is known about how students respond to such teacher assistance. Given that the goal of scaffolding is to help students perform tasks more independently, it follows that more attention should be paid to students’ uptake of FRs. This chapter reports on an action research project that involved two classes of EFL students who received FRs from their instructor. FRs in Class A took the form of oral feedback on student presentations while FRs in Class B were provided as written comments on drafts of student papers. In each case, all the instances were identified where the instructor functionally recast the presenter’s or writer’s utterances. The analysis focuses on students successfully constructing causal knowledge structures by incorporating FRs from their instructor. However, the analysis revealed that only a few students in Class A acted upon the FRs in their write-ups while almost all the students in Class B incorporated their instructor’s reformulations of their utterances into their writings. This difference is discussed with respect to time pressure involved in oral presentations, the appropriateness of the levels of FRs, and the use of key visuals. The pedagogical implications revolve around teacher roles: (1) teachers’ scaffolding of students’ use of FRs in subsequent tasks and (2) teachers’ preparedness to respond to students’ contributions.

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Citation

Kobayashi, Masaki; Kobayashi, Emi. The Role of Functional Recasts in EFL Undergraduate Students’ Learning of Intercultural Communication. Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching. Equinox eBooks Publishing, United Kingdom. p. Nov 2023. ISBN 9781781797402. https://www.equinoxpub.com/home/view-chapter/?id=35552. Date accessed: 28 Jan 2023 doi: 10.1558/equinox.35552. Nov 2023

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