We conducted a multisite replication of Yang and Lyster's (2010) study investigating the effects of recasts and prompts on learning English regular and irregular past tense. Our study was conducted with intact high school and vocational school classes in Italy and Bosnia. Our participants were young adolescents (14–15 and 16–17 years old), a population that has been largely ignored in second language acquisition (SLA) research. We followed the design of the original study, but we also included a few modifications regarding the elicitation materials. The findings from our study did not fully align with Yang and Lyster's results. We found no effect of group and no evidence of the superiority of either prompts or recasts in either written or oral data in either Bosnia or Italy. However, we found a steady increase in scores over time from pretest to posttests in oral data in all groups at both sites.

中文翻译：

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以形式为中心的实践和反馈的效果：Yang 和 Lyster 的多站点复制研究 (2010)

我们对 Yang 和 Lyster (2010) 的研究进行了多站点复制，调查重铸和提示对学习英语规则和不规则过去时的影响。我们的研究是在意大利和波斯尼亚完整的高中和职业学校班级中进行的。我们的参与者是青少年（14-15 岁和 16-17 岁），这一群体在第二语言习得 (SLA) 研究中很大程度上被忽视。我们遵循原始研究的设计，但我们还对启发材料进行了一些修改。我们的研究结果与杨和莱斯特的结果并不完全一致。我们在波斯尼亚或意大利的书面或口头数据中没有发现群体的影响，也没有证据表明提示或重铸具有优越性。然而，我们发现，随着时间的推移，两个站点所有组的口语数据从前测到后测的分数都在稳步上升。