Abstract：Abstract：In the descriptive research of corrective feedback, repair has been viewed as an index of the effectiveness of recasts and other feedback types. However, little research to date has examined the role of repair in language acquisition. By using individualized tailor-made tests, the present study examined vocabulary repairs after recasts and the relationship between repairs and the learning of targeted forms. 30 first-year college students participated in the present study, and each of them had a dyadic oral interaction with the teacher. Learner repairs of the vocabulary errors after recasts and correction of the errors in the immediate and the delayed post-interaction tasks were examined. Results indicated that in the immediate post-interaction task, it made no significant effect on the amount of correction whether repairs or no-repair had been made after recasts, but in the delayed post-interaction task, it led to a larger amount of error correction if repairs had been made after recasts. In the immediate post-interaction task, repetitions resulted in a larger amount of correction than incorporated repairs, but in the delayed post-interaction task, repair type made no effect on the amount of error correction. The findings indicated that repairs after recasts were more facilitative of vocabulary learning. Whereas the effect of error correction resulted from repetition after recasts was reduced over time, the one resulted from incorporated repairs was well remained.
Key words: repair; recast; individualized tailor-made test
