Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
Bibliographic Data
| ID | 4904412 |
|---|---|
| Authors | Hossein Nassaji (0000-0002-5936-3901, University of Victoria, corresponding author) |
| Year | 2013 |
| Volume | 63 |
| Issue | 4 |
| Pages | 835-869 |
| Publication date | 2013-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12020 |
| OpenAlex | W1923541208 |
| Language | EN |
| Citations received | 10 |
| References cited | 67 |
This study examined the role of incidental focus on form (FonF) in adult English-as-a-second-language classrooms. Specifically, it explored the extent to which the amount, type, and effectiveness of FonF were related to differences in classroom participation structure, that is, the organization of classroom talk within which FonF may occur. The data consisted of 54 hours of audio- and video-recorded classroom interaction collected over two 12-week semesters from 35 lessons at three levels of language proficiency: beginner, intermediate, and advanced. The data were transcribed and coded in terms of types of FonF (reactive vs. preemptive, and student vs. teacher initiated) and types of participation structure (whole class, small group, and individual one on one). Individualized posttests were developed and administered to each student 1 week after each classroom observation to assess the effectiveness of FonF. The results revealed that incidental FonF occurred rather frequently in all classrooms but its occurrence varied depending on the type of participation structure. The results also demonstrated a relationship between participation structure and the effectiveness of FonF as well as an interaction between participation structure and class levels. These findings highlight the role of classroom participation structure as an important contextual factor that may impact the provision and success of incidental FonF
Class (philosophy) · Developmental psychology · Focus (optics) · Focus on form · Grammar · Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Psychology · Second Language Acquisition and Learning
Focus on form
Eva Kartchava
The Efficacy of Incidental Attention to Formulaic and Nonformulaic Forms in Focus on Form
Investigating the effect of task modality on the written and oral production of young EFL learners
Formulaic focus-on-form episodes in adult EFL communicative interactions
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
Explicit instruction through task repetition
Interaction and instructed second language acquisition
Research agenda
Focus on form and corrective feedback research at the University of Victoria, Canada
Synthesizing Research on Language Learning and Teaching
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Oral Feedback in Classroom Sla
Attention
Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
One Size Fits All?
Focus on Form
Corrective feedback and learner uptake in communicative classrooms across instructional settings
Interactional Feedback and Instructional Counterbalance
Cognitive underpinnings of focus on form
The Robustness of Critical Period Effects in Second Language Acquisition
Differential Effects of Prompts and Recasts in Form-Focused Instruction
Recasts in the Adult English L2 Classroom
Conversational Interaction and Second Language Development
Effects of Form-Focused Practice and Feedback on Chinese Efl Learners’ Acquisition of Regular and Irregular Past Tense Forms
Functions of language in the classroom.
The Role of Consciousness in Second Language Learning1
Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices
Using collaborative language production tasks to promote students’ language awareness 1
Task‐Based Language Learning
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
Interactional feedback and children’s L2 development
Incidental focus on form in teacher–learner and learner–learner interactions
Teaching Grammar in Second Language Classrooms
The classroom and the language learner
Contexts of engagement
Doing focus-on-form
Language Learners' Interaction
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
Preemptive Focus on Form in the ESL Classroom
Understanding Communication in Second Language Classrooms
"Information Gap" Tasks
Corrective Feedback and Learner Uptake
Interactions Between Type of Instruction and Type of Language Feature
Processing Instruction
Age Differences in Negotiation and Feedback in Classroom and Pairwork
Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
Reexamining the Role of Recasts in Native-Speaker/Nonnative-Speaker Interactions
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Recasts, Language Anxiety, Modified Output, and L2 Learning
The Effectiveness of Corrective Feedback in SLA
Introduction
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures
Prompts Versus Recasts in Dyadic Interaction
Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction
Learner Uptake in Communicative ESL Lessons
Learner-Generated Attention to Form
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |