Incidental reactive focus on form in language classes
Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions
Bibliographic Data
| ID | 8939701 |
|---|---|
| Authors | Leila Gholami (0000-0001-5542-8854, Arizona State University Tempe Arizona USA, corresponding author) |
| Year | 2021 |
| Volume | 54 |
| Issue | 4 |
| Pages | 897-922 |
| Publication date | 2021-06-18 |
| 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/flan.12546 |
| OpenAlex | W3174784021 |
| Language | EN |
| Citations received | 1 |
| References cited | 59 |
Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, and compounds (formulaic) have not yet been investigated in FonF studies. This study examined the extent to which learners made errors with formulaic versus nonformulaic forms, and the degree to which teachers treated learners' errors with formulaic versus nonformulaic foci in communicatively oriented teacher‐learner interactions. Learners' production of uptake and successful uptake after receiving CF was also investigated. The data consisted of 36 h of audio‐recordings from primarily communicative activities in three English as a foreign language classrooms. The findings demonstrated, while learners' formulaic‐oriented errors outnumbered nonformulaic ones, the teachers provided CF significantly more often for nonformulaic errors. However, learners produced significantly more uptake and successful uptake when CF was provided for formulaic‐oriented errors compared to nonformulaic ones. The learners' higher successful uptake following formulaic‐oriented errors could be attributed to the relatively higher saliency, noticeability, and significance of FSs in meaning making
Corrective Feedback · Focus (optics · Focus on form · Grammar · Linguistics · Mathematics education · Meaning (existential · Pronunciation · Spelling · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Lexical phrases and language teaching
Oxford Advanced Learner's Dictionary of Current English (Dictionary)
Lexical Priming
Collocations in a Learner Corpus
Formulaic Language and the Lexicon
Attention
Focus on form
Longman grammar of spoken and written English
Formulaic Sequences
Knowledge of Language and Ability for Use
The Processing of Malformed Formulaic Language
An Academic Formulas List
Identifying formulas in first language acquisition
A Coefficient of Agreement for Nominal Scales
Typographic enhancement of multiword units in second language text
Formulaic focus-on-form episodes in adult EFL communicative interactions
Incidental focus on form in teacher–learner and learner–learner interactions
Use of formulaic sequences in monologues of Chinese EFL learners
Principles of instructed language learning
Twenty-five years of research on oral and written corrective feedback in System
Domain definition and search techniques in meta-analyses of L2 research (Or why 18 meta-analyses of feedback have different results)
Oral corrective feedback in second language classrooms
Effect of Frequency and Idiomaticity on Second Language Reading Comprehension
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback
Corrective Feedback and Learner Uptake
The idiom principle and the open choice principle
The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes
Verb-Noun Collocations in Second Language Writing
Rote or Rule? Exploring the Role of Formulaic Language in Classroom ForeignLanguage Learning
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
Learner Uptake in Communicative ESL Lessons
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |