The Use of Recast in the EFL Classroom through Action Research Approach

dc.creator	Bula Villalobos, Olmedo
dc.date	2010-09-20
dc.date.accessioned	2016-05-03T14:52:04Z
dc.date.available	2016-05-03T14:52:04Z
dc.identifier	http://revistas.ucr.ac.cr/index.php/rlm/article/view/9661
dc.identifier.uri	https://hdl.handle.net/10669/23894
dc.description	This study reflects upon the experience of using recast as a corrective feedback strategy in an English for specific purposes course for chemists and chemistry students in a university setting. Facilitated by action research, this study reports on how recast in the pre-task and the preparation stage prevent oral errors from happening during the main communicative stage. The effectiveness of recast is also discussed in this paper. One of the main findings is the significance of recasts in the language classroom as a feedback tool.	es-ES
dc.format	application/pdf
dc.language	spa
dc.publisher	Escuela de Lenguas Modernas, Universidad de Costa Rica	es-ES
dc.relation	Revista de Lenguas Modernas;
dc.rights	Copyright (c) 2014 Revista de Lenguas Modernas	es-ES
dc.source	Revista de Lenguas Modernas; Revista de Lenguas Modernas : Número 13	es-ES
dc.source	Revista de Lenguas Modernas; Revista de Lenguas Modernas : Número 13	en-US
dc.source	16591933
dc.title	The Use of Recast in the EFL Classroom through Action Research Approach	es-ES
dc.type	artículo original
dc.coverage	CRC	es-ES

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