Whereas second language (L2) education research has extensively examined how different types of interactional feedback can be facili- tative of L2 development in meaning-oriented classrooms, most of these primary studies have focused on recasts (i.e., teachers’ reformu- lations of students’ errors). Some researchers have claimed that recasts serve an ideal pedagogical function, arguably because they enable teachers to implicitly draw students’ attention to the accurate use of language without interrupting the flow of classroom discourse (Long, 2007). However, classroom studies have shown that recasts may not be so effective when they target morphosyntactic errors (Ellis & Sheen, 2006; Lyster & Saito, 2010).
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