Realization of preemptive focus on form in the English-language teaching context
Bibliographic Data
| ID | 21240010 |
|---|---|
| Authors | Leila Tajik (0000-0002-4654-8579, Alzahra University, corresponding author), Khadijeh Karimi (Alzahra University), Ameneh Ramezani (Alzahra University) |
| Year | 2020 |
| Volume | 6 |
| Issue | 1 |
| Pages | 094-108 |
| Publication date | 2020-05-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Open Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2300-9969 • E-ISSN: 2300-9969 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/opli-2020-0009 |
| OpenAlex | W3033916879 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
While reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications
English language · Focus on form · Grammar · Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · History · Language, Metaphor, and Cognition · Mathematics · Philosophy · Psychology · Second Language Acquisition and Learning
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Focus on form
Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
Cognitive underpinnings of focus on form
Conversational Interaction and Second Language Development
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices
Language and Gender
Form-Focussed Instruction and Second Language Acquisition
Incidental focus on form in teacher–learner and learner–learner interactions
The effectiveness of spontaneous attention to form
Doing focus-on-form
Preemptive Focus on Form in the ESL Classroom
The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Grammar Pedagogy in Second and Foreign Language Teaching
Corrective Feedback and Learner Uptake
Age Differences in Negotiation and Feedback in Classroom and Pairwork
Interactional Input and The Incorporation of Feedback
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Learner Uptake in Communicative ESL Lessons
Learner-Generated Attention to Form
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |