Article published in:

Themes in SLA Research
Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei
[AILA Review 19] 2006
► pp. 18–41

Researching the Effects of Form-Focussed Instruction on L2 Acquisition

This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the definition and measurement of ‘language acquisition’. The constructs are illustrated by drawing on a representative set of FFI studies. The overall aim is to draw a conceptual map that can inform meta-analytical surveys of existing studies and the conceptualisation of new studies.

Published online: 09 November 2006
https://doi.org/10.1075/aila.19.04ell

Cited by

Cited by 56 other publications

ADAMS, REBECCA, ANA MARÍA NUEVO & TAKAKO EGI

2011. Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?. The Modern Language Journal 95 ► pp. 42 ff.

Balcom, Patricia & Siok H. Lee

2009. The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL. ITL - International Journal of Applied Linguistics 157 ► pp. 45 ff.

BELCHER, DIANE

2007. A Bridge Too Far?. TESOL Quarterly 41:2 ► pp. 396 ff.

Bergen, David

2009. The role of metacognition and cognitive conflict in the development of translation competence. Across Languages and Cultures 10:2 ► pp. 231 ff.

Chan, Cecilia Ka Yuk & Jiahui Luo

2021. Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy. Assessment & Evaluation in Higher Education ► pp. 1 ff.

Chen, Chih-Ping

2018. Understanding mobile English-learning gaming adopters in the self-learning market: The Uses and Gratification Expectancy Model. Computers & Education 126 ► pp. 217 ff.

Fernández-García, Marisol & Asunción Martínez-Arbelaiz

2014. Native speaker–non-native speaker study abroad conversations: Do they provide feedback and opportunities for pushed output?. System 42 ► pp. 93 ff.

Fujii, Akiko, Nicole Ziegler & Alison Mackey

2016. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 63 ff.

Gooch, Reginald, Kazuya Saito & Roy Lyster

2016. Effects of recasts and prompts on L2 pronunciation development: Teaching English /ɹ/ to Korean adult EFL learners. System 60 ► pp. 117 ff.

HASEGAWA, ATSUSHI

2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms. The Modern Language Journal 105:S1 ► pp. 65 ff.

HERAZO, JOSÉ DAVID, KRISTIN J. DAVIN & ANAMARIA SAGRE

2019. L2 Dynamic Assessment: An Activity Theory Perspective. The Modern Language Journal 103:2 ► pp. 443 ff.

Hsu, Hsiu-Chen

2019. The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal 47:2 ► pp. 172 ff.

Kartchava, Eva, Elizabeth Gatbonton, Ahlem Ammar & Pavel Trofimovich

2020. Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research 24:2 ► pp. 220 ff.

Kiely, Richard & Matt Davis

2010. From transmission to transformation: Teacher learning in English for speakers of other languages. Language Teaching Research 14:3 ► pp. 277 ff.

Larsen-Freeman, Diane

2015. Research into practice: Grammar learning and teaching. Language Teaching 48:2 ► pp. 263 ff.

Larsen-Freeman, Diane

2018. Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals 51:1 ► pp. 55 ff.

Lee, Andrew H. & Roy Lyster

2016. THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION. Studies in Second Language Acquisition 38:1 ► pp. 35 ff.

Li, Huifang (Lydia)

2018. Recasts and output-only prompts, individual learner factors and short-term EFL learning. System 76 ► pp. 103 ff.

Li, Huifang (Lydia) & Noriko Iwashita

2019. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 327 ff.

Li, Huifang (Lydia) & Noriko Iwashita

2021. The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students. Language Teaching Research 25:2 ► pp. 209 ff.

Li, Shaofeng, Rod Ellis & Yan Zhu

2016. Task-Based Versus Task-Supported Language Instruction: An Experimental Study. Annual Review of Applied Linguistics 36 ► pp. 205 ff.

Lyster, Roy

2015. In The Handbook of Classroom Discourse and Interaction, ► pp. 213 ff.

Lyster, Roy & Kazuya Saito

2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2 ► pp. 265 ff.

Lyster, Roy, Kazuya Saito & Masatoshi Sato

2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1 ► pp. 1 ff.

Martin, Sidney & Ibis M. Alvarez Valdivia

2017. Students’ feedback beliefs and anxiety in online foreign language oral tasks. International Journal of Educational Technology in Higher Education 14:1

Mifka-Profozic, Nadia

2014. Effectiveness of implicit negative feedback in a foreign language classroom. EUROSLA Yearbook 14 ► pp. 111 ff.

Moghaddam, Seyyed Reza Mousavi & Fatemeh Behjat

2014. Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English. Journal of Language Teaching and Research 5:4

Naeimi, Amin, Mahnaz Saeidi & Biook Behnam

2018. Immediate Uptake of Phonological Corrective Feedback in Language Learning and Retention. Education Research International 2018 ► pp. 1 ff.

Nassaji, Hossein

2020. Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching 53:1 ► pp. 3 ff.

Nassaji, Hossein & Eva Kartchava

2020. In Lessons from Good Language Teachers, ► pp. 151 ff.

Netz, Hadar & Orna Fogel

2019. Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions. System 87 ► pp. 102159 ff.

Nguyen, Minh Thi Thuy, H.T. Do, T.T. Pham & A.T. Nguyen

2017. The effectiveness of corrective feedback for the acquisition of L2 pragmatics: An eight month investigation. International Review of Applied Linguistics in Language Teaching 0:0

Penning de Vries, Bart WF, Catia Cucchiarini, Helmer Strik & Roeland van Hout

2020. Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research 24:5 ► pp. 714 ff.

Pennington, Martha C. & Pamela Rogerson-Revell

2019. In English Pronunciation Teaching and Research, ► pp. 173 ff.

Philp, Jenefer & Rita Tognini

2009. Language acquisition in foreign language contexts and the differential benefits of interaction. IRAL - International Review of Applied Linguistics in Language Teaching 47:3-4

REZALOU, Ali

2020. ADAY İNGİLİZCE ÖRETMENLERİNİN BAKIŞ AÇISINDAN DÜZELTİCİ GERİBİLDİRİM. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

Saito, Kazuya

2012. Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi-Experimental Intervention Studies. TESOL Quarterly 46:4 ► pp. 842 ff.

Saito, Kazuya

2013. The Acquisitional Value of Recasts in Instructed Second Language Speech Learning: Teaching the Perception and Production of English /ɹ/ to Adult Japanese Learners. Language Learning 63:3 ► pp. 499 ff.

SAITO, KAZUYA

2015. Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction. Applied Psycholinguistics 36:2 ► pp. 377 ff.

Saito, Kazuya & Roy Lyster

2012. Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language Learning 62:2 ► pp. 595 ff.

Saito, Kazuya & Kim van Poeteren

2012. Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: results and implications of a questionnaire study. Language Awareness 21:4 ► pp. 369 ff.

Sarandi, Hedayat

2016. Oral Corrective Feedback: A Question of Classification and Application. TESOL Quarterly 50:1 ► pp. 235 ff.

Sato, Masatoshi & Shawn Loewen

2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2 ► pp. 507 ff.

Sato, Masatoshi & Roy Lyster

2012. PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 34:4 ► pp. 591 ff.

Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor

2016. In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ], ► pp. 13 ff.

Tavakoli, Mansoor & Nourollah Zarrinabadi

2018. Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching 12:3 ► pp. 247 ff.

Tran, Mai Ngoc & Kazuya Saito

2021. Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016). Language Teaching Research ► pp. 136216882199413 ff.

Wu, Xiao-hong, Sha Fang & Ivan Ka-Wai Lai

2019. In Technology in Education: Pedagogical Innovations [Communications in Computer and Information Science, 1048], ► pp. 203 ff.

Xu, Hainu & Roy Lyster

2014. Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness 23:1-2 ► pp. 107 ff.

Xu, Jinfen, Yumei Fan & Qingting Xu

2019. EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness 28:4 ► pp. 329 ff.

Xu, Qi & Hongying Peng

2017. Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning 30:3-4 ► pp. 173 ff.

Yang, Yingli & Roy Lyster

2010. EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS. Studies in Second Language Acquisition 32:2 ► pp. 235 ff.

Zhang, Lawrence Jun & Muhammad Rahimi

2014. EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System 42 ► pp. 429 ff.

Zhang, Yanyin

2015. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 45 ff.

杨, 松

2019. The Comparative Study of College Students’ Beliefs about Oral Corrective Feedback in English Classes. Modern Linguistics 07:02 ► pp. 193 ff.

김부자

2012. Differential Effects of Oral Metalinguistic Feedback Given during English Writing Task Performance and Written Metalinguistic Feedback Given after English Writing Task Performance.. Studies in English Language & Literature 38:3 ► pp. 165 ff.

This list is based on CrossRef data as of 18 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.