Measuring the Effectiveness of Preemptive Focus on Form through Uptake Sheets (original) (raw)
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Incidental focus on form and learner uptake in Iranian EFL classrooms
2013
This study investigated the connection between teachers’ incidental focus on form, namely, corrective feedback and learners’ uptake and immediate repair of errors in communicative English as a Foreign Language classrooms for adults. The data was drawn from the transcripts of oral corrective feedback moves of six audio and video-recorded classrooms at an intermediate level totaling 9 hours. Corrective feedback moves were coded based on Lyster and Ranta (1997) and Panova and Lyster (2002) models. This study investigated the integration of incidental focus on form into six intact communicative EFL classes. A descriptive design which employed qualitative data collection procedure was adopted. The results revealed a significant difference in the ratio of uptake following certain corrective feedback types, which was in sharp contrast to the findings of Lyster and Ranta (1997) and Panova and Lyster (2002). Possible reasons are discussed from different aspects of learners’ age, their motiva...
Vigo International Journal of Applied Linguistics
A substantial number of studies have investigated the efficacy of incidental focus on form (FonF) measured through (successful) uptake rate in teacher-learner interactions in communicative contexts and have established a link between learners’ (successful) uptake of linguistic forms and their second language learning. In this line of research, the analysis of uptake and FonF characteristics mediating learners’ (successful) uptake has been limited to linguistic forms of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). However, formulaic sequences, including idioms, collocations, lexical bundles, and compounds (formulaic forms), have received scant attention in FonF research. This study examined incidental FonF characteristics that best predicted learners’ (successful) uptake of formulaic forms and compared the findings with the variables that mediate the (successful) uptake of non-formulaic forms targeted in focus-on-form episodes (FFEs). To this end, 30 hours ...
2019
As a response to the shortcomings of communicative language teaching (CLT), the arena for focus on form (FonF) instruction has been established. The present study aimed to investigate the rate of uptake following learner-initiated and teacher-initiated preemptive focus on form in an aviation English class. To this end, 20 sessions, 90 min each, of an aviation English class in Iran were observed and audio-recorded. In addition, another elicitation tool called uptake sheet was employed to gauge the effectiveness of preemptive focus on form. In so doing, the uptake moves following all instances of teacher-and learner-initiated preemptive Focus on Form Episodes (FFES) were counted. The audio recorded data were then checked against the data from the uptake sheets. The findings revealed that uptake moves took place more frequently after teacher-initiated preemptive FFES. FonF has not been investigated in aviation English; therefore, the implication is that in aviation English classes, ESP...
Language Teaching Research, 2018
An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur, and the extent to which they result in (successful) uptake in English as a foreign language (EFL) classes. The data consisted of 36 hours of audio-recorded communicative classroom interactions from three advanced EFL classes. The findings revealed that, though not as frequently as other linguistic elements, learners and teachers regularly draw their attention to FSs. FFEs with formulaic focus, in general, and collocations, in particular, led to more uptake than those with other linguistic foci. Finally, among types of incidental FonF, the highest rate of (successful) uptake was observed in student-initiated FFEs with formulaic focus
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation
Language Teaching Research, 2023
Previous studies on incidental focus on form (FonF) have mostly focused on its overall effectiveness. This study is an attempt to further examine the effectiveness of incidental FonF with regard to different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours of a free discussion English as a foreign language (EFL) class with 12 upper-intermediate learners were observed, and instances of focus on form episodes (FFEs) were identified. Uptake sheets were also used to identify the learners' noticing of FFEs and their novelty to them. To measure the effects of incidental FonF on learning different linguistic categories, individualized immediate and delayed post-tests were designed based on learners' on-the-spot written reports of noticing of novel linguistic forms addressed by FFEs. The results indicated that incidental FonF was almost equally effective in developing learners' knowledge of different linguistic forms. The findings also revealed that incidental FonF was effective in fostering learners' knowledge of different linguistic forms at both explicit/implicit and receptive/productive levels.
Reactive and preemptive language related episodes and uptake in an EFL class
… Quarterly June 2007 Volume 9, Issue …, 2007
This study investigates how frequently reactive and preemptive Language Related Episodes (LREs) are used in communicative classes. The study also examines the potential of the two types of focus on form in leading to uptake. To this end, all LREs were identified and transcribed from the audio-recordings of 24 hours of instruction from one class with two qualified instructors. The LREs were then categorized in terms of reactive vs. preemptive episodes, and learner- vs. teacher-initiated preemptive episodes. The findings indicated a significant difference in the frequency of reactive and preemptive LREs and between two types of preemptive episodes. Based on the low amount of uptake in the findings, a new definition of uptake is suggested which encapsulates ‘camouflaged’ uptakes as well as learners’ immediate responses to focus on form. The paper highlights the necessity of raising EFL teachers’ awareness to make informed decisions in using different types of focus on form.