Focus on Form and Meaning

This article argues against a unidirectional model of foreign language learning whereby only theories and hypotheses generated from second language acquisition (SLA) research influence language teaching and classroom practices. To the contrary, research generated from classroom settings should help shape classroom practices and SLA theories. To further the debate, the perspectives of practitioners who ‐ unlike theoreticians ‐ assume the bulk of language instruction (be it at the secondary or postsecondary level) are introduced. By raising the “silent voices” of developing practitioners ‐ and taking their views into account as emprical data ‐ new light can be shone on the central question of focus on form versus focus on meaning. Furthermore, it is argued that action‐based research, with practitioners involved in the data collection process, is a viable option for obtaining both the qualitative and quantitative information needed to make any kind of foreign language education model useful. Finally, several research questions that constitute fertile ground for investigation by developing (and actual) teachers, and which address their needs directly, are presented

Action (physics · Action research · Data collection · Focus (optics · Focus on form · Foreign language · Language acquisition · Language education · Linguistics · Mathematics education · Meaning (existential · Pedagogy · Process (computing · Qualitative research · Raising (metalworking · Second-language acquisition · Social science · Sociology · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching

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