Focus on Form in Classroom Second Language Acquisition

This volume examines theoretical foundations, empirical research, and pedagogical implementations of focus on form.

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Author: Catherine Doughty

Publisher: Cambridge University Press

ISBN: 0521625513

Category: Foreign Language Study

Page: 318

View: 659

This volume examines theoretical foundations, empirical research, and pedagogical implementations of focus on form. Traditional language teaching can result in limited fluency, whereas communicative approaches tend to produce fluency with less accuracy. This book presents a potential solution to this dilemma. The paperback edition respects students' "internal linguistic syllabus" by drawing their attention to problematic linguistic features during communicative activities, thus providing an alternative to methodologies that treat accuracy and fluency separately. This volume examines theoretical foundations, empirical research, and a range of possible pedagogical implementations.

Focus on Form

This Element will analyse and describe the role, nature, and effects of focus on form in second language acquisition theory and research. Focus on form is a term which has been sometimes used to express different meanings.

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Author: Alessandro Benati

Publisher: Cambridge University Press

ISBN: 9781108803427

Category: Language Arts & Disciplines

Page:

View: 847

This Cambridge Element examines the role and nature of focus on form in second language acquisition. An overall assessment of the role of instruction and the nature of language is provided. Instruction might have a facilitative role in the rate of acquisition. The element briefly reviews empirical research examining the relative effects of different types of focus on form and presents some of the key implications for second language learning and teaching. An effective focus on form type is one that is input and meaning oriented. Manipulating input to facilitate language processing and form-meaning connections might enhance second language acquisition.

Focus on Form in Classroom Second Language Acquisition

tions to draw attention followed by ( 2 ) recasts to provide the contrastive L2 forms . Although slightly more explicit than recasts that do not have a preceding attentional focus , corrective recasts nevertheless did not interfere with ...

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Author: Jessica Williams

Publisher: Cambridge University Press

ISBN: 0521625513

Category: Education

Page: 301

View: 311

Traditional language teaching typically results in limited foreign language proficiency. Communicative approaches tend to produce greater fluency, but less accuracy. A potential solution to this dilemma is focus on form. Focus on form respects students internal linguistic syllabus, drawing their attention to problematic linguistic features during communicative activities, and thus providing an alternative to methodologies which treat accuracy and fluency separately. This volume examines theoretical foundations, empirical research, and a range of possible pedagogical implementations of focus on form in classroom language teaching.

Cognition and second language instruction

derived from that construct : ( 1 ) ... focus on form ... overtly draws students ' attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication ' ( Long , 1991 , pp .

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Author: Peter Robinson

Publisher: Ernst Klett Sprachen

ISBN: 3125334454

Category: Cognition

Page:

View: 454

Form Meaning Connections in Second Language Acquisition

These types of attention can be understood as forming a tripartite contrast among options in language teaching (Long, 1988, 1991, 2000): focus on forms, focus on meaning, and focus on form. Long offered the following definitions of ...

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Author: Bill VanPatten

Publisher: Routledge

ISBN: 9781135614201

Category: Education

Page: 360

View: 496

Form-Meaning Connections in Second Language Acquisition is an interdisciplinary and timely edited book of essays and empirical studies, most of which are based on the papers presented at the Form and Meaning Conference held in Chicago in 2002. The goal of the conference and now of the book is to present linguistic and cognitive approaches to second language acquisition, attempting to integrate external and internal issues in interlanguage development, while outlining directions for future research. The editors address questions, such as: What is the nature and sequence of the form-meaning mapping process? How are these connections made? How are these connections used to construct grammars and lexicons? And, how can conditions and external factors be manipulated to improve the chances of making these form-meaning connections? Contributors to this volume include such second language acquisition scholars as Susan Gass, Nick Ellis, Kathleen Bardovi-Harlig, Catherine Doughty, and Diane Larsen-Freeman. They address these form-meaning issues from a variety of settings and from multiple perspectives. Researchers and graduate students in applied linguistics, cognitive psychology, linguistics, and language pedagogy will find this volume to be an important resource.

Review

The review shows that while the contributors hold different views on each issue, they all agree that it makes little sense to leave L2 learners, particularly adults, to discover form-function relationships and the complexities of a new ...

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Author: Takeshi Matsuzaki

Publisher:

ISBN: OCLC:1063820911

Category:

Page: 11

View: 520

Classroom second language instruction can be characterized as one of the following: focus-on-formS, focus-on-meaning, or focus-on-form. The book titled "Focus on Form in Classroom Second Language Acquisition" (Doughty & Williams, 1998) argues for the desirability of focus-on-form over focus-on-formS and focus-on-meaning, discussing the efficacy and ways of implementing focus-on-form. This paper reviews the book, focusing specifically on what linguistic features to focus on, how explicit instruction should be, and when instruction on a particular item should be given. The review shows that while the contributors hold different views on each issue, they all agree that it makes little sense to leave L2 learners, particularly adults, to discover form-function relationships and the complexities of a new linguistic system solely on their own account. (Contains 3 footnotes.).

Second Language Acquisition and the Younger Learner

As mentioned above, we also examined whether pre-emptive focus on form was initiated by teacher or students. Thus, reactive FFE were classified taking into account if the correct form was established by students or it was supplied by ...

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Author: Jenefer Philp

Publisher: John Benjamins Publishing

ISBN: 9789027219848

Category: Language Arts & Disciplines

Page: 334

View: 300

This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child's play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.

Language Teaching Research and Language Pedagogy

Focus on form Long (1991) defined focus on form as follows: Focus on form overtly draws students' attention to linguistic ... Planned focus on form involves the use of focused tasks in which case the specific form to be focused on is ...

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Author: Rod Ellis

Publisher: John Wiley & Sons

ISBN: 9781118291375

Category: Language Arts & Disciplines

Page: 387

View: 628

This book examines current research centered on the second languageclassroom and the implications of this research for both theteaching and learning of foreign languages. It offers illuminatinginsights into the important relationship between research andteaching, and the inherent complexities of the teaching andlearning of foreign languages in classroom settings. Offers an accessible overview of a range of research oninstruction and learning in the L2 classroom Bridges the relationship between research, teachers, andlearners Helps evolve the practice of dedicated current languageteachers with research findings that suggest best practices forlanguage teaching

Form Focused Instruction and Second Language Learning

This collection of articles from Language Learning illustrates the range of current inquiry into form-focused instruction and its effects on second language learning.

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Author: Rod Ellis

Publisher: Wiley-Blackwell

ISBN: 0631228586

Category: Language Arts & Disciplines

Page: 400

View: 426

How does classroom language learning take place? How does an understanding of second language acquisition contribute to language teaching? In answering these questions, Rod Ellis reviews a wide range of research on classroom learning, developing a theory of instructed second language acquisition that has significant implications for language teaching. The early chapters of this book trace the attempts to explain classroom language learning in terms of general theory of learning (behaviorism) and the study of naturalistic language learning. The middle chapters document the attempts of researchers to enter the "black box" of the classroom in order to describe the teaching-learning behaviors that take place there and to investigate to what extent and in what ways instruction results in acquisition. The book concludes with a theory of classroom language learning. This theory advances an explanation of the relationship between explicit and implicit linguistic knowledge and in so doing accounts for how both form-focused and meaning-focused instruction contribute to second language acquisition in the classroom.