ORCID Profile
0000-0002-0636-3326
Current Organisation
Macquarie University
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Publisher: TESL-EJ Publications
Date: 02-2023
DOI: 10.55593/EJ.26104A1
Abstract: Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners’ lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in 10 sessions of a meaning-oriented class. To gauge the retention rate of the lexical focus on form episodes (FFEs), two in idualized multiple-choice achievement tests based on the lexical FFEs the learners reported to have no previous knowledge of in their uptake sheets were administered every five sessions, and two delayed posttests were given five weeks following each immediate posttest. Moreover, the participants were asked to compose two prompt-based writings on topics selected out of the covered themes in the posttests. Thematically relevant lexical FFEs extracted from each learner’s uptake sheets made up the tailored prompts per learner. Results indicated rather high effectiveness of oral incidental FonF in developing learners’ receptive and productive lexical knowledge in both short and long terms. The findings also revealed that learners fail to develop knowledge of the grammatical aspects of some lexical FFEs if their attention is merely drawn to their meaning aspects.
Publisher: SAGE Publications
Date: 18-07-2023
DOI: 10.1177/13621688231185419
Abstract: 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, in idualized 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 roductive levels.
Publisher: Equinox Publishing
Date: 18-03-2022
DOI: 10.1558/ISLA.20491
Abstract: While previous research has found beneficial effects for form-focused instruction (FFI), there is still contention over the relative effectiveness of different types of FFI. This study investigated the effects of focus on form (FonF) and focus on forms (FonFs), as two FFI options, on developing EFL learners’ explicit and implicit knowledge of the English present unreal conditional. Learning was measured through two testing devices: discrete-point items and oral interviews. The results indicated that while both FonF and FonFs were effective in developing the learners’ explicit and implicit knowledge in both the short and long terms, they differed in the extent to which they fostered these types of knowledge. FonF was found to be more effective in developing the learners’ implicit knowledge, whereas FonFs was more beneficial in fostering their explicit knowledge. Moreover, it was found that time had a role in consolidation of the form in the FonF group.
Publisher: Informa UK Limited
Date: 28-08-2019
Location: Iran (Islamic Republic of)
No related grants have been discovered for Amin Pouresmaeil.