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Chapter One INTRODUCTION  

1.1Need for the Study 
Recast, as a kind of corrective feedback (CF), is a key issue in both communicative and content-based language teaching in SLA. Recast has provoked a substantial number of  empirical  studies  as  well  as  theoretical  discussions  abroad  in  the  past  thirty  years. With a growing interest in the role of corrective feedback in SLA recent years, a number of studies have been done in classroom settings, some are about learners’ perceptions of CF  (Egi,  2007;  Kim  &  Han,  2007;  Mackey,  2006;  Mackey  et  al.,  2007;  Philp,  2003; Yoshida, 2010), others investigated the effects of instructional activities under a variety of CF types (Algarawi, 2010; Ammar & Spada, 2006; Doughty & Varela, 1998; Ellis et al.,  2006;  Ellis,  2007;  Lyster,  2004;  Saito  &  Lyster,  2012a;  Sheen,  2007;  Spada  & Tomita, 2010; Yang & Lyster, 2010). This research has addressed, among other issues of morphosyntax, phonology, the relative efficacy of recast on L2 vocabulary acquisition. Interest in the study of recast started with a response to teacher feedback as a guide in learners’ subsequent output (Brown, 1988). Brown (1988:16) believes that feedback must  be  more  effective  than  encouragement,  since  “empty  and  automatic encouragement is often pointless”. In this view, it’s necessary for teachers to provide learners  with  genuine  response  to  get  the  learners  to  see  the  effectiveness  of  their utterances. The  Input  Hypothesis  states  that  language  input  is  the  necessary  path  to  acquire language. Language acquisition requires learners to immerse in a language environment where they get the input that may be suitable for them to understand or may be a little beyond their perceptive competence (Krashen, 1985). Ellis (1994) considered errors as a  valuable  assistant  in  the  language  learning  process  for  they  are  closely  related  to  the process of input becoming intake. 
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1.2 Structure of Thesis 
This  paper consists  of five  chapters.  Chapter  One  gives a  brief introduction  of the whole  thesis.  Chapter  Two  is  about  the  basic  concepts  and  theories,  which  includes literature  review  and  research  questions.  Literature  review  covers  the  evolution, definition and functions of recast.  It  also presents the relevant theories including  Input Hypothesis, Output Hypothesis and Interaction Hypothesis. Chapter Three describes the research  methodology  of  the  study,  such  as  the  participants,  instruments  and  data analysis of the study. Chapter Four presents results and discussion of the study. Chapter Five is conclusion and implication of the study.     
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