@article{oai:nara-edu.repo.nii.ac.jp:00009112,
 author = {SATO, Rintaro},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学},
 month = {Nov},
 note = {The recast is the most frequently used feedback method across a spectrum of classroom settings (Lyster, 2007). Previous research has shown the potential advantages of the recast, although some problems have also been suggested. Previous studies reported that recasts to learners' grammatical errors were more frequently provided than to any other error types, but that the success rate in grammatical recasts was the lowest. After categorizing grammatical structures as either early developmental (easy) or late developmental (difficult), this study attempts to examine the effects of recasts according to grammatical difficulty by using an established measurement based on careful analysis of recasts and students' responses. We discuss the effects of recasts for Japanese high school students, and then further explore the pedagogical implications.},
 pages = {187--192},
 title = {Measuring the Effects of Recasts According to Grammatical Difficulty},
 volume = {59},
 year = {2010}
}