This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Mackey, A. Articles by McDonough, K. Search for Related Content Social Bookmarking                         What's this?

The relationship between experience, education and teachers’ use of incidental focus-on-form techniques

Georgetown University, mackeya{at}georgetown.edu

Charlene Polio

Michigan State University

Kim McDonough

University of Illinois at Urbana-Champaign

This paper reports the findings of an empirical study that explored whether ESL teachers’ use of incidental focus-on-form techniques was influenced by their level of experience. The results showed that experienced ESL teachers used more incidental focus-on-form techniques than inexperienced teachers. A follow-up study investigated whether inexperienced ESL teachers’ awareness and use of incidental focus-on-form techniques could be influenced by education, specifically, their participation in a teacher education workshop. Overall, the studies demonstrate the importance of taking experience and education into account in research on teacher-initiated incidental focus on form.

Language Teaching Research, Vol. 8, No. 3, 301-327 (2004)
DOI: 10.1191/1362168804lr147oa


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. J. de la Fuente Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction Language Teaching Research, July 1, 2006; 10(3): 263 - 295. [Abstract] [PDF]