INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING

By S. Loewen. Studies in Second Language Acquisition, 2005

330 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ac61a1bf644e603338ace92e4133cbb5216f88ec

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Citations in the corpus

Principles of Instructed Second Language Acquisition (2008, background): “Ellis, Basturkmen, and Loewen (2001) reported that attention to form through extensive instruction occurred relatively frequently in communicative adult ESL lessons, while Loewen (2005) showed that learners who experienced this kind of instruction demonstrated subsequent learning.”
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “…the learner’s uptake does or does not contribute to acquisition+ A number of studies that investigated recasts ~e+g+, Braidi, 2002; Ellis et al+, 2001; Loewen, 2005; Loewen & Philp, in press; Lyster, 1998a; Lyster & Ranta, 1997; Oliver, 2000; Panova & Lyster, 2002; Sheen, 2004, 2006! also…”
Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire. (2011, unknown): “Although there is consensus that form-focused instruction is beneficial and necessary for L2 learners (Loewen, 2005; Russell & Spada, 2006), meaning-focused interaction, engagement, and discussion among L2 learners in such online environments may also be beneficial to SLA for the reasons mentioned…”
Recasts, Language Anxiety, Modified Output, and L2 Learning (2008, background): “However, there now is some evidence to suggest that when uptake following recasts involves repair of the original error, it can promote L2 learning (Loewen, 2005; Loewen & Philp, 2006).”
Grammar Teaching and Learning in L2: Necessary, but Boring? (2011, unknown): “and how teachers are going to go about it can go a long way toward making students interested and motivated. Keeping as a principle that the rationale cannot exclusively be that studying the form is part of the curriculum, teachers should provide students with reasons why accurate use of the form im”
Position paper: Moving task-based language teaching forward (2017, background): “Long (2005) claimed that ‘every language course should be considered a course for specific purposes, varying only (and considerably, to be sure) in the precision with which learner needs can be specified’ (p. 1).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “On the other hand, Loewen ( 2005 ) found that successful uptake was a signifi cant predictor of accuracy test scores, although Loewen and Philp ( 2006 ), drawing on the same database, later specifi ed that this was the case for prompts but not for recasts (see also Nabei & Swain, 2002 ).”
Interaction and instructed second language acquisition (2018, methodology): “Example 2: Clarification request (indicated by SMALL CAPS) (Gass et al. 2005: 586) Learner 1: ¿Qué es importante a ella?”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, methodology): “Using such tests, Loewen (2005) found a strong relationship between incidental feedback and the correction of the targeted forms (with learners being able to recall the targeted form, about 60% of the time one day after the interaction and 50% of the time two weeks after interaction).”
Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning. (2006, background): “Loewen (2005) found that learners exposed to linguistic structures in form-focused episodes could recall, correctly or partially correctly, 50% of those structures two weeks after the exposure.”
Task-based language teaching: sorting out the misunderstandings (2009, background): “Table 1 distinguishes three approaches to TBLT – Long’s (1985), Skehan’s (1998a), and my own (Ellis 2003).”
Second Language Learners' Beliefs About Grammar Instruction and Error Correction (2009, background): “…debate regarding the most effective type(s) of FFI, there is some consensus that it is beneficial, and even necessary, for L2 learners (Doughty & Williams, 1998; Ellis, Basturkmen, & Loewen, 2002; Gass & Magnan, 1993; Lightbown & Spada, 1990; Loewen, 2005; Long, 1983; Russell & Spada, 2006).”