Incidental Focus on Form and Uptake in Different Proficiency Levels of Iranian Students

Abstract

This study attempted to add on focus on form discussion by investigating the relationship between complexity of focus on form and uptake in two proficiency levels of Iranian students. Thus, two different level classrooms were observed and 20 hours of communicative interaction were audio-recorded and transcribed. Chi-square analysis suggested a strong relationship between complexity of focus on form and uptake in lower level students but not in higher level class. Complexity of focus on form did not have relationship with successful uptake in any of the classes. The results support the importance of negotiated interaction in L2 development of lower level students.