We report on a conceptual replication of Révész (2012) in order to investigate the idea whether learners provided with recasts do engage in different kinds of behavioral engagement as a function of their working memory and if/how this engagement comes to bear on performance on different measures. Engagement with recasts was measured through a coding method categorizing responses to the recasts running the gamut from: (1) no opportunity, (2) opportunity, but did not repeat, (3) repeated the recasted form, (4) negotiated the response, to (5) used the recasted form later in the discourse. Consistent with Révész (2012), though with lower effect sizes, the results showed that recasts were most conducive to gains on an oral task and less so on a written description task, but non-effective on a grammaticality judgment task. Furthermore, it was revealed that learners with a high phonological short-term memory were more prone to recast-induced engagement on an oral production task, whereas those enjoying a higher reading span were considerably less so. We propose that learner engagement be deemed more important in future interaction research.

我们报告了 Révész (2012) 的概念复制，以调查提供重铸的学习者是否确实根据他们的工作记忆参与不同类型的行为参与，以及这种参与是否/如何对不同的表现产生影响措施。与重铸的参与是通过一种编码方法来衡量的，该方法将对重铸的反应分类为：（1）没有机会，（2）有机会，但没有重复，（3）重复重铸形式，（4）协商响应，到 (5) 在后面的话语中使用了重铸的形式。与 Révész (2012) 一致，尽管效果大小较低，但结果表明，重述最有利于口头任务的收益，而对书面描述任务的收益较少，但对语法判断任务无效。此外，结果显示，具有高语音短期记忆的学习者更容易因重铸而参与口头生产任务，而那些阅读广度更高的学习者则要少得多。我们建议在未来的交互研究中，学习者参与被认为更为重要。