Abstract
Recently there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom, in order to promote both learners’ fluency and accuracy. Incidental focus on form, in which linguistic items are focused on briefly within meaning-focused activities, is one way such an integration might occur. The present study investigates 12 ESL classes in Auckland, New Zealand in order to compare the frequency and characteristics of incidental focus on form episodes (FFEs) occurring in these classes. A total of 32 hours of meaning-focused classroom interaction was observed and recorded. Characteristics of the FFEs, such as Type, Linguistic Focus and Source, were coded and analysed. Incidental focus on form was found to occur in all classes; however, the frequency of FFEs as well as the characteristics varied significantly among the classes. Furthermore, the number of FFEs that each student participated in varied considerably. The implications of such variation for both research and teaching are discussed.
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