Abstract
The present study investigated linguistic focus of language related episodes (LREs),in Iranian EFL classrooms. Eighteen male participants in the advanced and intermediate levels from Urmia branch of Academic Centre of Education, Culture and Research (ACECR) participated in the study. They were assigned to intermediate and advanced levels with one class at each level, based on their results on a placement test. Then, the data were collected over five weeks, two one-hour sessions per week for each class during which the participants carried out some communicative tasks. Next, these interactions were analyzed to account for the types and contents of their LREs. The results revealed that L2 learners in both advanced and intermediate levels were primarily concerned with lexical LREs. Furthermore, based on the results it was found that incidental focus on form lended itself more easily to vocabulary teaching compared to other language components while grammar needs more explicit techniques of focus on form instruction.
Highlights
Over the recent decades, focus on form instruction has been one of the debated areas in the field of foreign/second language teaching
Many studies have considered the effect of focus on form instruction on second language learning (e.g., Doughty 1991; Pica 1994; Spada & Lightbown 1993).Some studies have considered the kinds of forms that learners attend to in second language contexts (e.g. Williams, 1999).only a few studies have considered the content of the forms that ESL learners attend to while performing communicative tasks (e.g. Poole, 2004)
This study by investigating the kinds of forms and their content in the advanced and intermediate levels expanded the previous studies and tried to answer whether learners in EFL contexts focus on the similar forms as learners in ESL contexts or not
Summary
Focus on form instruction has been one of the debated areas in the field of foreign/second language teaching. The importance of the principles of Communicative Language Teaching (CLT) such as meaningful communication, and the explicit study of the formal elements of the language are emphasized in this kind of instruction (Poole, 2004). Many studies have considered the effect of focus on form instruction on second language learning (e.g., Doughty 1991; Pica 1994; Spada & Lightbown 1993).Some studies have considered the kinds of forms that learners attend to in second language contexts The present study by examining the kinds of language forms and their content which learners attend to in EFL task-based language classrooms aims to determine the methods of focus on form instruction which are effective at intermediate and advanced EFL classrooms
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