Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Language Teaching Research
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Loewen, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Variation in the frequency and characteristics of incidental focus on form

Shawn Loewen

University of Auckland, s.loewen{at}auckland.ac.nz

Recently there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom, in order to promote both learners’ fluency and accuracy. Incidental focus on form, in which linguistic items are focused on briefly within meaning-focused activities, is one way such an integration might occur. The present study investigates 12 ESL classes in Auckland, New Zealand in order to compare the frequency and characteristics of incidental focus on form episodes (FFEs) occurring in these classes. A total of 32 hours of meaning-focused classroom interaction was observed and recorded. Characteristics of the FFEs, such as Type, Linguistic Focus and Source, were coded and analysed. Incidental focus on form was found to occur in all classes; however, the frequency of FFEs as well as the characteristics varied significantly among the classes. Furthermore, the number of FFEs that each student participated in varied considerably. The implications of such variation for both research and teaching are discussed.

Language Teaching Research, Vol. 7, No. 3, 315-345 (2003)
DOI: 10.1191/1362168803lr129oa
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Language Teaching ResearchHome page
S. Park
The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction
Language Teaching Research, January 1, 2010; 14(1): 9 - 26.
[Abstract] [PDF]

Home page
 Language Teaching ResearchHome page
Y. Sheen
Corrective feedback and learner uptake in communicative classrooms across instructional settings
Language Teaching Research, July 1, 2004; 8(3): 263 - 300.
[Abstract] [PDF]

Home page
 Language Teaching ResearchHome page
A. Mackey, C. Polio, and K. McDonough
The relationship between experience, education and teachers' use of incidental focus-on-form techniques
Language Teaching Research, July 1, 2004; 8(3): 301 - 327.
[Abstract] [PDF]