[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596484-105":59,"doc-detail-596484-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","constitution-of-form-orientation-contributions-of-context-and-explicit-knowledge-to-learning-from-recasts","Constitution of form-orientation - Contributions of context and explicit knowledge to learning from recasts","","This article investigates a language learner's cognitive ability (form-orientation) to detect the corrective nature of non-salient feedback by reviewing how recasts have been operationalized and how effective they have been reported in recent SLA research. It analyzes two sources of divergent findings: (a) whether recasts are operationalized as explicit or implicit, shaping noticeability, and (b) contextual variables, including study setting and learners' backgrounds. It further argues that learning contexts and explicit knowledge interdependently support cognitive orientation, enhancing implicit recasts in L2 processing and influencing subsequent language development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/constitution-of-form-orientation-contributions-of-context-and-explicit-knowledge-to-learning-from-recasts/596484/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/constitution-of-form-orientation-contributions-of-context-and-explicit-knowledge-to-learning-from-recasts/596484.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What cognitive ability does the article focus on regarding feedback?","Question",{"text":112,"@type":113},"The article focuses on learners' cognitive ability of form-orientation, specifically their capacity to detect the corrective nature of non-salient feedback.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do studies report divergent results about recast effectiveness?",{"text":117,"@type":113},"Divergence is linked to two analyzed dimensions: differences in how explicitness/implicitness of recasts is operationalized and differences in contextual variables such as setting and learner background.",{"name":119,"@type":110,"acceptedAnswer":120},"How does noticeability relate to whether learners benefit from recasts?",{"text":121,"@type":113},"Noticeability is treated as a key construct because it reflects learners' cognitions for detecting corrective recast feedback; it is closely tied to recast explicitness and learners' focused input processing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596484,1792161752,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Constitution of form-orientation: Contributions of context and explicit  \nknowledge to learning from recasts  \nMasatoshi Sato  \nMcGill University  \nAbstract  \nThis article investigates a language learner‟s cognitive ability (i.e., form-orientation) in detecting the corrective nature of non-salient feedback, by reviewing theoperationalizations and reported effectiveness of recasts in recent SLA literature. Two directionalities which seem to have resulted in the divergent findings of recast effectiveness will be discussed: (a) operationalized (or intact) explicitness or implicitness of recasts, which designate the level of noticeability (i.e., feedback factors) and (b) contextual variables, including where a study was conducted and participants‟ learning background, which ultimately influence the effectiveness of recasts on language development (i.e., learner factors) . To expose learner factors accordingly, learning contextsand learner‟s explicit knowledge will be discussed as possible variables in forming cognitive orientation. By taking an interdisciplinary approach to explore the constitution of the orientation, namely, SLA, psycholinguistic, and sociocultural approaches, this article concludes that contexts and explicit knowledge interdependently create the cognitive ability that enhances the efficacy of implicit recasts on second language processing, which then arguably determines subsequent language development.  \nRésumé  \nCet article porte sur la capacité cognitive de l'apprenant en langue (forme d'orientation) relativement à la détection de la nature corrective des commentaires non-saillants, en examinant l'opérationalisation et l'efficacité de la reformulation rapportée dans la littératurerécente de l‟ALS. Deux directionalités qui semblent avoir abouti à des conclusions divergentes quant à l'efficacité de la reformulation seront abordées: (a) une reformulation explicite ou implicite qui désigne le niveau de perceptibilité (facteurs de rétroaction) et (b) les variables contextuelles, y compris le lieu où l‟étude a été réalisée et les antécédentsd'apprentissage des participants, qui finalement influencent l'efficacité de la reformulation sur le développement du langage (les facteurs de l'apprenant) . Conséquemment, pour exposer les facteurs de l'apprenant, les contextes d'apprentissage et les connaissances explicites de l‟apprenant seront discutés en tant que variables possibles dans la formulation d‟une orientation cognitive. En adoptant une approche interdisciplinaire pour étudier la constitution de l'orientation, à savoir l‟ALS, la psycholinguistique, et les approches socioculturelles, cet article conclut que les contextes et les connaissances explicites créent de façon interdépendante la capacité cognitive qui améliore l'efficacité des reformulations implicites dans le traitement de la langue seconde, qui, par la suite, détermine ledéveloppement ultérieur du langage.  \nConstitution of form-orientation: Contributions of context and explicit knowledge to  \nlearning from recasts  \nIntroduction  \nInteraction studies in the field of SLA seem to have reached a mature stage (see Mackey, 2007) , considering the emergence of meta-analysis studies since 2000 (Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006; Li, 2010; Lyster & Saito, 2010; Mackey & Goo, 2007; Norris & Ortega, 2000; Russell & Spada, 2006; Spada & Tomita, 2010; see also Spada, 1997) in which researchers seek tendencies in findings of previous studies by combining and reanalyzing statistical results (Lipsey & Wilson, 2001) . These studies have reported that interaction in general (either conversational or didactic) and corrective feedback in the paradigm of form-focused instruction (FFI) facilitates second language (L2) learning. The extent to which these meta-analyses represent findings from the literature should be open to discussion because, to conduct a meta-analysis, one must exclude studies that do not conform to the statistical analysis (see Matt & Coo","cbCaivJAZSzfH1TE","https://ap.wps.com/l/cbCaivJAZSzfH1TE","pdf",326548,28,"English","# Abstract\n# Introduction\n## Interaction studies and meta-analyses in SLA\n## Form-focused instruction and recasts\n## Noticeability, explicitness, and learner cognition","[{\"question\":\"What cognitive ability does the article focus on regarding feedback?\",\"answer\":\"The article focuses on learners' cognitive ability of form-orientation, specifically their capacity to detect the corrective nature of non-salient feedback.\"},{\"question\":\"Why do studies report divergent results about recast effectiveness?\",\"answer\":\"Divergence is linked to two analyzed dimensions: differences in how explicitness/implicitness of recasts is operationalized and differences in contextual variables such as setting and learner background.\"},{\"question\":\"How does noticeability relate to whether learners benefit from recasts?\",\"answer\":\"Noticeability is treated as a key construct because it reflects learners' cognitions for detecting corrective recast feedback; it is closely tied to recast explicitness and learners' focused input processing.\"}]","Constitution of form-orientation - Contributions of context and explicit knowledge to learning from recasts | PDF",1792083163,71]