Article published in:
Second Language Acquisition and the Younger Learner: Child's play?Edited by Jenefer Philp, Rhonda Oliver and Alison Mackey
[Language Learning & Language Teaching 23] 2008
► pp. 173–192
Incidental focus on form and learning outcomes with young foreign language classroom learners
This chapter addresses the issue of how unplanned focus on formis accomplished in an English as a foreign language (EFL) classroom and its effect on adolescents’ learning outcomes. The findings support previous research indicating that adolescents benefit from interaction in foreign language classrooms as well as claims that for adolescents, as with adults, focus on form is an effective means of raising awareness of lexical items. Findings also suggest that the relationship between noticing, uptake and longer-term learning requires more research with this population in order to better understand the processes.
Published online: 01 October 2008
https://doi.org/10.1075/lllt.23.12sol
https://doi.org/10.1075/lllt.23.12sol
Cited by
Cited by 3 other publications
Nassaji, Hossein
2013. Participation Structure and Incidental Focus on Form in Adult ESL Classrooms.
Language Learning 63:4 ► pp. 835 ff. 
Nassaji, Hossein
2016. Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research.
Language Teaching Research 20:4 ► pp. 535 ff.
Pouresmaeil, Amin & Javad Gholami
2019. Incidental focus-on-form in a free discussion language class: types, linguistic foci and uptake rate.
The Language Learning Journal 47:5 ► pp. 653 ff.
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