This article examines the effects of negotiated interaction on the production and development of question forms in English as a second language (ESL). The study focused on one feature of interaction, recasts, which have recently been the topic of interactional work in the SLA literature (Long, 1996; Long, Inagaki, & Ortega, this issue; Lyster & Ranta, 1997; Oliver, 1995). The study compared groups of learners who received interactionally modified input with learners who received the same input containing intensive recasts in order to investigate: (a) the effect of recasts on learners' short term interlanguage (IL) development, and (b) the nature and content of learners' responses to recasts. The results suggest that for more advanced learners, interaction with intensive recasts may be more beneficial than interaction alone in facilitating an increase in production of targeted higher‐level morphosyntactic forms. These positive developmental effects were found for recasts even though, as is generally acknowledged in the discourse, recasts were usually not repeated and rarely elicited modification by the learners. This study, therefore, suggests that recasts may be beneficial for short term IL development even though they are not incorporated in learners' immediate responses. In fact, the responses may be red herrings.

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This article examines the effects of negotiated interaction on the production and develop ment of question forms in English as a second language (ESL). The study focused on one feature of interaction, recasts, which have recently been the topic of interactional work in the SLA literature (Long, 1996; Long, Inagaki, & Ortega, this issue;Lyster & Ranta, 1997;Oliver, 1995). The study compared groups of learners who received interactionally modified input with learners who received the same input containing intensive recasts in order to investigate: (a) the effect of recasts on learners' short term interlanguage (IL) development, and (b) the nature and content of learners' responses to recasts. The results suggest that for more advanced learners, interaction with intensive recasts may be more beneficial than interaction alone in facilitating an increase in production of targeted higher-level morphosyntactic forms. These positive developmental effects were found for recasts even though, as is generally acknowledged in the discourse, recasts were usually not repeated and rarely elicited modification by the learners. This study, therefore, suggests that recasts may be beneficial for short term IL development even though they are not incorporated in learners' immediate responses. In fact, the responses may be red herrings.

This article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context. AbstractThis article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.

A number of descriptive studies of language classrooms have identified recasts as a frequent form of feedback used by teachers following learners' nontarget-like oral production. Some classroom-based researchers (e.g., Lyster, 1998) have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. The present study focused on both the provision and the effectiveness of recasts in 12 adult English second language classrooms throughout 17 hours of meaning-based interaction. There were 12 teachers and 118 learners who participated, with class sizes ranging from 6 to 14 students. Comparisons involving the incidence of recasts, elicitation, and metalinguistic feedback, together with learner responses (e.g., successful uptake) following these types of feedback, revealed that recasts were widely used and, similar to other types of corrective feedback, were beneficial at least 50% of the time, as measured by posttests. The recasts differed according to characteristics that emphasized their corrective purpose. Logistic regression analysis revealed certain characteristics that were associated with successful uptake and with accuracy on posttests. Stress, declarative intonation, one change, and multiple feedback moves were predictive of successful uptake, whereas interrogative intonation, shortened length, and one change were predictive of the accuracy of the test scores. This study suggests that recasts vary in implicitness and that these differences may have an impact on their effectiveness, both in terms of learners' successful uptake and subsequent use. Moreover, the ambiguity of recasts is greatly reduced by the phrasal, prosodic, and discoursal cues that teachers provide. The effectiveness of recasts is likely to be affected by these cues and other factors, such as degree of difference between the recast and the nontarget-like utterance.THEORETICAL ARTICLES AND RECENT REviews of empirical research involving instructed second language acquisition (SLA) have provided strong support for the assertion that learners benefit from some kind of focus on linguistic form in classrooms, in addition to meaning-focused communication (Doughty