Abstract The present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group.

中文翻译：

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重铸和注重形式的指导对新词汇习得的影响

摘要本研究探讨了重铸加以形式为中心的指导和以形式为中心的指导对词汇发展和工作记忆的中介作用。六十六名大学生被分配到重铸加注重形式的指导（FFI）组，FFI组和对照组。讲师提供了重铸+ FFI组中非目标词汇项目的重铸，而FFI组仅完成了两个针对表单的词汇任务。进行预测，后测和延迟后测以检查学习者对目标词汇项目的发展。阅读跨度测试用于检查学习者的复杂工作记忆能力。结果显示，重铸+ FFI组在后期测试和延迟后期测试中均表现出优于对照组的效果，且效果较大。