Cognitive underpinnings of focus on form
Dados Bibliográficos
| ID | 23327151 |
|---|---|
| Autores | Catherine J Doughty (0000-0001-8225-0561, autor correspondente), Catherine Doughty |
| Ano | 2001 |
| Páginas | 206-257 |
| Data de publicação | 2001-11-29 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | CHAPTER |
| Periódico | Cognition and Second Language Instruction (SOURCE_BOOK) |
| Editora | Cambridge University Press (PUBLISHER • US) |
| DOI | 10.1017/cbo9781139524780.010 |
| OpenAlex | W2406173072 |
| ISBN | 9781139524780 |
| Idioma | EN |
| Citações recebidas | 109 |
| Referências citadas | 14 |
Introduction The purpose of this chapter is to examine focus on form in cognitive processing terms by postulating plausible, psychologically real, cognitive correlates for a range of L2 learning processes that have become prevalent in the instructed second language acquisition (SLA) literature. Progress in adult SLA is thought often to depend crucially upon cognitive processes such as paying attention to features of target input, noticing interlocutor reactions to interlanguage (IL) output, and making insightful comparisons involving differences between input and output utterance details. To be effective, these cognitive comparisons must be carried out under certain conditions of processing meaning, forms, and function, i.e., conditions which promote processing for language learning . Whereas pedagogically oriented discussions of issues – such as noticing the gap and L2 processing – abound, psycholinguistically motivated rationales for pedagogical recommendations are still rare. Focus on form is proposed as an instructional expedient for addressing pervasive, systematic, remediable or persistent L2 learning problems (Long, 1991); for instance, pervasiveness and systematicity as evidenced in emerged L2 developmental errors, persistence as evidenced in the less-than-targetlike production of advanced immersion learners (Doughty & Williams, 1998b; Long, 1991; Long & Robinson, 1998), and remediability in the sense of not fundamentally determined by immutable acquisition processes (Long, 1991; Pienemann, 1989). Such pedagogical intervention is claimed to be more effective and efficient than would be leaving learners to their own devices to solve these L2 problems (Doughty & Williams, 1998b).
Cognition · Cognitive psychology · Cognitive science · Focus (optics) · Focus on form · Interlanguage · Linguistics · Meaning (existential) · Second-language acquisition · Utterance · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology
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Input and Interaction
Epilogue
Focus on form
One Size Fits All?
Attention and Memory during SLA
Corrective feedback and learner uptake in communicative classrooms across instructional settings
Interactional Feedback and Instructional Counterbalance
Recasts in the Adult English L2 Classroom
Individual Differences in Second Language Learning
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Relative Effects of Explicit and Implicit Feedback
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Timing of feedback and retrieval practice
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Immediate vs. delayed prompts, individual differences in working memory, and L2 development
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Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
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Epilogue
Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
Principles and practice in second language acquisition
Consciousness, Learning and Interlanguage Pragmatics
How Language Structures Space
The Analysis of Sentence Production
The Significance of Learner's Errors
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Surface form and memory in question answering
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| Obras citantes distintas | 109 |
|---|---|
| Citações por ano | 4,36 |
| Intervalo de citações | 2001 - 2026 (26) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 81 |