Beyond form-focused instruction: Reflections on past, present and future research

By N. Spada. Language Teaching, 2010

139 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3be17f4706b712c2f24e8ea4c2fc04fb49131265

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kazuya Saito
2. Masatoshi Sato
3. R. Lyster
4. Leila Ranta
5. N. Spada
6. Xianghua Wu
7. Yukie Saito
8. Hossein Nassaji

In Language and Linguistics

1. Kazuya Saito
2. Masatoshi Sato
3. R. Lyster
4. N. Spada
5. Leila Ranta
6. Xianghua Wu
7. Hossein Nassaji
8. Yukie Saito

Citations in the corpus

• COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, methodology): “…effort which is used to draw the learners’ attention to language form either implicitly or explicitly” (Spada, 1997, p. 73), and is considered most effective when integrated into communicatively-oriented and content-based classrooms, where conveying a meaningful message is a priority (Spada, 2011).”
• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “Since form-focused instruction was proposed in the early 1990s (Lightbown & Spada, 1990 ; see also Spada, 1997 , 2011 ), corrective feedback (CF) has been given much attention from both theoretical and pedagogical perspectives.”
• Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, methodology): “73), and is hypothesized to be most effective when integrated into communicative-oriented and contentbased classrooms (Spada, 2011).”
• Research into practice: Grammar learning and teaching (2015, unknown): “1 For summaries, see Nassaji & Fotos (2004), Ellis (2006), & Spada (2011).”
• COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “For example, both lab and classroom research have demonstrated positive effects for form-focused instruction (Norris & Ortega, 2000 ; Spada, 2011 ).”
• Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “They are also consistent with other research in CLT and CBLT classrooms in which both form- and communicative/content-based instruction have been provided without any special attention to the timing of each, and positive effects have been reported (Spada, 2011; Williams, 2005).”
• Essentials of a Theory of Language Cognition (2019, unknown): “…exposure; simultaneous vs. successive bilingualism; implicit vs. explicit language learning; spoken vs. written exposure; focus on meaning/focus on formS/focus on form; types of correction; etc. (N. Ellis, 1994; R. Ellis, 2010; Kelly, 1969; Long & Doughty, 2009; Long & Robinson, 1998; Spada, 2011).”