Incidental Focus on Form in an EFL Talk-show Class

Asadi, Bita; Gholami, Javad

doi:10.1016/j.sbspro.2014.03.416

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…Here, the student incorrectly pronounced the word projector /prɒ´gektər/; immediately, the teacher provided the correct pronunciation /prə´dʒektər/ of the word the students had just mispronounced. These results are congruent with results reported in the literature: in the Italian context (Costa, 2012); in the Iranian context (Asadi and Gholami, 2014;Marzban and Mokhberi, 2012); in the Mexican context (Arias and Izquierdo, 2015); and in the New Zealand context (Loewen, 2005) among others. Thus, teachers, in this study, are not implementing proactive FFI, and therefore, they are preventing students from learning the less salient language features and consequently limiting students' leaning opportunities for improving the target language.…”

Section: Discussionsupporting

confidence: 92%

“…Additionally, Bozdoğan and Karlıdağ (2013) agree that it seems that in practice, the priority is given to the comprehension of the content rather than the acquisition or practice of the language. Thus, teachers are failing on achieving the content and language balance that has been proved to be necessary for students to improve their oral and written language production, avoid morphological and syntactic inaccuracies in the target language as well as to develop precision in their vocabulary and grammar (Asadi and Gholami, 2014;Lindseth, 2016;Loewen, 2005;Ranta and Lyster, 2007;Swain, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…None of the teachers made use of any of the eleven proactive FFI strategies reported in the literature: consciousness-raising tasks, input enhancement, task-essential language, input flood, negotiation, recast, output enhancement, interaction enhancement, dictogloss, input processing, and garden path (Bataineh et al, 2017). Whenever teachers implemented FFI; it was exclusively as an immediate reaction to students' inaccurate use of the target language; it means, reactive FFI (Asadi and Gholami, 2014;Tedick and Young, 2014). It is worth mentioning that both teachers implemented FFI on pronunciation through recast as the following extract shows:…”

Section: Discussionmentioning

confidence: 99%

“…Swain (1996) also endorses this suggestion and points out that "the need to integrate language teaching and content teaching [is] clear" (p. 48). In the same vein, Asadi and Gholami (2014) state that a focus on language is necessary for students' acquisition of the target language to occur. This need for attending to form and content is further addressed by Lyster (2007) who hypothesizes that many of the students' language problems could be overcome if content and language are systematically integrated.…”

Section: Neglected Attention To Language As a Shortcoming Source Of Cbimentioning

confidence: 99%

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Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university

2019

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Una de las limitantes comúnmente reportada, en estudios de la Enseñanza basada en contenidos, es la poca atención que las personas docentes prestan a los aspectos lingüísticos. En México existen 33 universidades que ofrecen licenciaturas en la enseñanza del inglés, en ellas se imparten materias de contenido; no obstante, se sabe poco sobre cómo se dan estas materias y acerca de si los profesores ponen atención a aspectos lingüísticos. Este artículo presenta los resultados de un estudio llevado a cabo con el objetivo de determinar si se implementa la instrucción basada en la forma, en cursos de contenido, en una universidad sureña en México. Asimismo, se muestra el tipo de instrucción basada en la forma, que implementan las personas docentes. Mediante un abordaje cualitativo y a través de un estudio de casos, con un alcance de tipo descriptivo, se observó a dos docentes que enseñaban materias de contenido a dos grupos de estudiantes (n=55) de una licenciatura en lenguas modernas. Después de 15 horas de observación, las clases fueron analizadas utilizando el Esquema de Orientación Comunicativa de la Enseñanza de Idiomas o “COLT Scheme” (siglas por su significado en el idioma inglés). Los resultados muestran que el cuerpo docente implementó, solamente, una instrucción basada en la forma de manera reactiva, no hubo evidencia de una instrucción basada en la forma de manera proactiva. Los aspectos lingüísticos atendidos se limitaron a vocabulario y pronunciación, y muy escasamente a la gramática. Por lo tanto, no hay una verdadera integración del contenido y el idioma. Las personas docentes de materias de contenido necesitan implementar la instrucción basada en la forma de manera proactiva, esto para dirigir la atención del estudiantado hacia los aspectos lingüísticos menos comunes del idioma que se estudia

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Neglected Attention To Language As a Shortcoming Source Of Cbimentioning

confidence: 99%

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Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university

2019

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Options in a task-based language-teaching curriculum

Ellis

2021

TASK

263

198

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I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.

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Realization of preemptive focus on form in the English-language teaching context

2020

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AbstractWhile reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications.

show abstract

Incidental Focus on Form in an EFL Talk-show Class

Cited by 3 publications

References 24 publications

Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university

Form-focused instruction (FFI) and language features attended to during content-based instruction (CBI) lessons at a southeastern Mexican university

Options in a task-based language-teaching curriculum

Realization of preemptive focus on form in the English-language teaching context

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