Focusing on Form in the Communicative Classroom
An Output-Centered Model of Instruction for Oral Skills Development
Bibliographic Data
| ID | 3522283 |
|---|---|
| Authors | Charles Grove, Charles C Grove (corresponding author) |
| Year | 1999 |
| Volume | 82 |
| Issue | 4 |
| Pages | 817 |
| Publication date | 1999-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/346378 |
| OpenAlex | W2070628543 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
The optimal shape and content of grammar instruction within the communicative framework has been a point of great contention over the last decade. Most recently, the debate has shifted to a discussion of the utility of a focus on form (FonF) in language instruction (Long 1991; Doughty and Williams 1998). The mysterious how of form-focused instruction can be addressed in a more concrete way via descriptive classroom data, especially as this instruction is operationalized in the context of the first-year Spanish course that has the development of speaking ability as a primary objective. An output-centered approach is presented as a coherent model of instruction which emphasizes FonF. In addition, it is argued that pushed output (Swain 1985 and elsewhere) is a crucial element of the language classroom environment that is focused on oral skills development among learners
Communicative language teaching · Language education · Mathematics education · Pedagogy · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2002 - 2006 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |