Quiz #1 - Monserrat Alanís

Original paragraph - Paraphrasing

Recasts
Recasting is a corrective strategy in which a teacher repeats the erroneous utterance except
for the error (Arroyo et al., 2014). Recasts are commonly used to correct pronunciation
errors as they require learners to reformulate and internalize what they said when
incorporating in their speech the correct forms provided by the teacher. It is more effective to
correct advanced learners, given that it can lead to ambiguity with students at basic levels as
they may not perceive the teachers’ intention when it is used (Arroyo et al., 2014;
McDonough, 2005; Vásques, 2007; Riestra, 2016).

My paragraph

Recast
Arroyo and Paz argue that Recasting is a corrective strategy in which a teacher repeats the
erroneous utterance except for the error. (Arroyo et al., 2014). Recasts are frequently used
to fix pronunciation mistakes as they need learners to reword and incorporate in their
dialogue the appropriate forms given by the professor. It is more useful to amend
sophisticated learners, provided that it can lead to vagueness with students at the primary
standard as they may not recognize the teachers’ objective when it is used.

Original paragraph - Summary

Repetition
Riestra (2016) defines repetition as a technique where the corrector repeats the learner’s
incorrect form is emphasizing, where the error occurs. Arroyo et al. (2014) state that
repetition helps to confirm, clarify, or validate students’ oral production. It is mostly used to
make students aware of wrong utterances, so they can identify errors and correct them.
However, similar to other techniques, the issue with repetition is that it may prove to be at
lower levels because it can lead to ambiguity. Hence, the teacher’s intention to correct the
error may not be accurately perceived by students.

My paragraph

Repetition
Repetition is a system that teachers use to repeat what the students said wrong to
emphasize the mistake. Arroyo and Paz argue that repetition helps to confirm, clarify, or
validate students’ oral production. (Arroyo et al. (2014). This method help students to
analyze their own errors. At the same time, it can be unclear and inadequate. Thus, the
students may not get the feedback correctly.
References

Arroyo, C., & Paz, B. (2019). Error Correction Techniques: A Statistical Comparative
Analysis of Questioning, Elicitation, and Recasts. In Proceeding of the III English Teaching
Congress. Retrieved from https://revistas.tec.ac.cr/index.php/memorias/issue/view/551?
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