摘要：The present study was conducted to compare the effect of recast and explicit corrective feedback on Iranian EFL learners' stress patterns learning. After administering a Nelson test, 60 intermediate female learners out of 80 were selected from intact classes at Iranian, Eram, Jouya, and zaban Sara Language Institutes in Islam Abad Gharb, Iran. These sixty participants were randomly assigned to three groups namely, recast group (G1), explicit corrective feedback group (G2), and control group (G3), each consisting of twenty participants. After that a piloted researcher-made pretest concerning stress patterns on words and sentences was administered to the participants. Then, one of the experimental groups was treated via recast and the other one via explicit corrective feedback, and the control group via traditional method of teaching stress patterns. After the treatment, a piloted posttest administered to all groups. To analyze the data ANCOVA and One-way ANOVA were run and the results revealed that both recast and explicit corrective feedback had positive effect on the learners' stress patterns learning. However, the effect of recast was stronger than that of the explicit corrective feedback. Pedagogically, teachers, syllabus designers, and language learners may use the findings of this study in their practice.
其他摘要：The present study was conducted to compare the effect of recast and explicit corrective feedback on Iranian EFL learners' stress patterns learning. After administering a Nelson test, 60 intermediate female learners out of 80 were selected from intact classes at Iranian, Eram, Jouya, and zaban Sara Language Institutes in Islam Abad Gharb, Iran. These sixty participants were randomly assigned to three groups namely, recast group (G1), explicit corrective feedback group (G2), and control group (G3), each consisting of twenty participants. After that a piloted researcher-made pretest concerning stress patterns on words and sentences was administered to the participants. Then, one of the experimental groups was treated via recast and the other one via explicit corrective feedback, and the control group via traditional method of teaching stress patterns. After the treatment, a piloted posttest administered to all groups. To analyze the data ANCOVA and One-way ANOVA were run and the results revealed that both recast and explicit corrective feedback had positive effect on the learners' stress patterns learning. However, the effect of recast was stronger than that of the explicit corrective feedback. Pedagogically, teachers, syllabus designers, and language learners may use the findings of this study in their practice.
