Recasts as feedback to language learners

Some researchers suggest that recasts are effective in showing learners how their current interlanguage differs from the target (Long & Robinson, 1998 ). Others have argued that recasts are ambiguous and may be perceived by th e learner as confirmation of meaning rather than feedback on form (Lyster, 1998a). We review research on the effectiveness of recasts in first and sec ond language acquisition, paying particular attention to how recasts have b een defined and how their impact has been assessed in observational and exp erimental studies. We conclude that recasts appear to be most effective in contexts where it is clear to the learner that the recast is a reaction to the accuracy of the form, not the content, of the original utterance.