The effectiveness of spontaneous attention to form

Abstract

This descriptive study explores episodes of classroom interaction in which there is unplanned attention to form. Data consist of periodic recordings of learners in intensive English classes over a period of 8 weeks, as well as periodic testing of forms that emerged as a focus of attention during these episodes. Analysis of the data points to a strong connection between attention to form and subsequent use of those forms and indicates that this connection is affected by proficiency level. The study also addresses the relationship between roles of the participants in the episodes and the subsequent retention and use of the forms in focus, specifically: 1. initiator of episode: self vs. other learner vs. teacher 2. provider of new input generated during the episode: self vs. other learner vs. teacher Results suggest that the participants in episodes that focus on form all have an important role to play in promoting the establishment of form-meaning connections.