Focus on Form and Meaning
Perspectives of Developing Teachers and Action‐Based Research
Bibliographic Data
| ID | 8937871 |
|---|---|
| Authors | Flore Zéphir (University of Missouri, corresponding author) |
| Year | 2000 |
| Volume | 33 |
| Issue | 1 |
| Pages | 19-30 |
| Publication date | 2000-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2000.tb00886.x |
| OpenAlex | W1965962019 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
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
[Inverted Question Mark]" Zapatero a tus zapatos"? Action Research in the Spanish Language Classroom
Second Language Teacher Education
Research on language teaching and learning
Introducing Action Research into the Education of Postsecondary Foreign Language Teachers
How Foreign Language Teachers Get Taught
Explicit Instruction and Input Processing
Attending to Form and Content in the Input
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Input Enhancement in Instructed SLA
Second Language Instruction Does Make a Difference
Functional Grammar in French Immersion
Discourse perspectives on formal instruction
The Natural Approach
Voices from the Language Classroom
Principles and Practice in Second Language Acquisition
Questions from the Language Classroom
Approaches and Methods in Language Teaching
Learning Another Language through Actions
Text and Context
Grammar Teaching for the Acquisition‐Rich Classroom
Corrective Feedback and Learner Uptake
How Juries Get Hung
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2001 - 2007 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |