The Effect of Incidental Focus on Form and Scaffolding on SL Learners' Accuracy

Asadollahfam, Hassan; Kuhi, Davud; Salimi, Asghar; Mirzaei, Shirin

doi:10.1016/j.sbspro.2012.05.179

Cited by 2 publications

(8 citation statements)

References 30 publications

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“…These are enabling EFL learners to (a) notice the gaps in their linguistic knowledge, (b) try out linguistic forms in their utterances and writing and see if they work or not and (c) reflect upon their performance to enhance its accuracy, comprehensibility and suitability levels (Saville-Troike, 2006;Abadikhah & Zarrabi, 2011;Xiuzhen & Yuqin, 2013;Pannell, Partsch & Fuller, 2017;Sun, 2020;Zhao, 2021;Liu, 2022;Li, Li & Sun, 2023). It is important to note that trying out linguistic items-that EFL learners are not sure of-enables them to receive the teacher's informative feedback in the form of requests for clarification as well as explicit and implicit correction (Saville-Troike, 2006;Asadollahfam, Kuhi, Salimi & Mirzaei, 2012;Zohrabi & Rezaie, 2012;Bandar & Gorjian, 2017;Astia, 2018;Fathimah, 2020).…”

Section: Focus On Form (Fonf) 21 Definitions and Originmentioning

confidence: 99%

“…Based on the Output Hypothesis, FonF lessons attempt to push EFL learners to produce the specified linguistic forms through output tasks like dictogloss, editing/ error correction and gap-filling tasks as well as varied communicative tasks (Mohamed, 2006;Spada & Lightbown, 2008;Vasiljevic, 2010;Asadollahfam, Kuhi, Salimi & Mirzaei 2012;Yu, 2013;Beniss & Bazzaz, 2014;Milne, 2017;Kellem & Halvorsen, 2018;Saadi & Saeidi, 2018;Xu & Li, 2022). Also, FonF EFL lessons employ explicit and implicit feedback techniques to foster the learners' acquisition of the target linguistic forms and patterns (Mohamed, 2006;Ellis, 2009;Asadollahfam, Kuhi, Salimi & Mirzaei, 2012;Ellis, 2015;Bandar & Gorjian, 2017;Mohamed, Karboush & Abou-Shosha, 2022).…”

Section: Focus On Form (Fonf) 21 Definitions and Originmentioning

confidence: 99%

“…FonF lessons implementation can vary to be either incidental or intentional on the one hand and reactive or proactive/preemptive on the other hand (Ollerhead & Oosthuizen, 2005;Mackey, 2006;Alcón, 2007;Baleghizadeh, 2010;Asadollahfam, Kuhi, Salimi, & Mirzaei, 2012;Shamsudin & Karim, 2013;Ellis, 2015;Bandar & Gorjian, 2017). Additionally, FonF can be applied in an isolated or integrated way (Spada & Lightbown, 2008;Spada, Jessop, Tomita, Suzuki & Valeo, 2014;Kellem & Halvorsen, 2018;Xu & Li, 2022).…”

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

“…To clarify, FonF application is intentional if the lesson is pre-planned to draw EFL learners' attention to specific linguistic forms or patterns that are important or problematic. However, it is incidental if the focus is on specific linguistic errors as they are naturally made by EFL learners while producing the target language (Ollerhead & Oosthuizen, 2005;Mackey, 2006;Alcón, 2007;Asadollahfam, Kuhi, Salimi & Mirzaei, 2012;Shamsudin & Karim, 2013;Ellis, 2015;Bandar & Gorjian, 2017).…”

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

“…Hence, the focus on linguistic patterns occurs for the purpose of promoting the students' linguistic proficiency levels in authentic communicative settings (Guci, Rochsantiningsih & Sumardi, 2021). Therefore, in FonF lessons, students should be given sufficient opportunities to examine positive as well as negative (erroneous) evidence of the target linguistic forms and patterns to facilitate their L2 acquisition (Asadollahfam, Kuhi, Salimi & Mirzaei, 2012;Bandar & Gorjian, 2017).…”

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

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The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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Section: Focus On Form (Fonf) 21 Definitions and Originmentioning

confidence: 99%

Section: Focus On Form (Fonf) 21 Definitions and Originmentioning

confidence: 99%

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

Rahimpour¹,

Salimi²,

Farrokhi³

2012

TPLS

Self Cite

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Abstract-A number of Second Language Acquisition researchers argue that since focus on form facilitates second language development, therefore special attention to focus on form in the case of adult learners seems to be necessary. This area of research has been one of the hotly-debated issues in SLA literature. The main purpose of the present quasi-experimental study is to investigate the effects of intensive and extensive focus on form instructions on EFL learners' written accuracy. For the purpose of the study 40 learners of English at pre-intermediate level were chosen randomly as the participants of the study and assigned into two groups of experimental which received different types of instruction for 2 months. A narrative task and written production focused and unfocused tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure introduced by Ellis (2008).T-test was employed as the statistical means of analysis. The results of the study revealed significant differences between the performances of two groups in terms of the accuracy in focused written production task. The study carries significant implications for second language teachers, SLA researchers as well as task designers.Index Terms-focus on form, intensive focus on form, extensive focus on form, accuracy, task, noticing hypothesis

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The Effect of Incidental Focus on Form and Scaffolding on SL Learners' Accuracy

Cited by 2 publications

References 30 publications

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

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