Variation in the frequency and characteristics of incidental focus on form

By S. Loewen. 2003

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/dc317bad07173fbb2f7659e01e5ab32a43707839

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. Masatoshi Sato
2. Younghee Sheen
3. S. Loewen
4. Hossein Nassaji
5. Dan Brown
6. Alison Mackey
7. Kim McDonough
8. R. Lyster

In Experimental and Cognitive Psychology

1. Younghee Sheen
2. Dan Brown
3. Masatoshi Sato
4. Alison Mackey
5. Kim McDonough
6. S. Loewen

In Language and Linguistics

1. Masatoshi Sato
2. S. Loewen
3. Younghee Sheen
4. Hossein Nassaji
5. R. Lyster
6. Dan Brown
7. Alison Mackey
8. R. Ellis

Citations in the corpus

• Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, background): “As Loewen (2003) reports from his investigation of L2 communicative classrooms, there can be a great deal of teacher and learner variation in CF within a single setting, with corresponding differences in the effects on learning.”
• INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, background): “This research is part of a larger study investigating the occurrence and effectiveness of incidental focus on form ~Loewen, 2002, 2003, 2004!+ The current paper examines the relationship between incidental focus on form and L2 learning, as operationalized by the individualized testing+”
• The relationship between experience, education and teachers’ use of incidental focus-on-form techniques (2004, background): “…empirical support, for the benefits of specific types of reactive focus on form, such as recasts (e.g., Doughty and Varela, 1998; Leeman, 2003; Han, 2002; Mackey and Philp, 1998), negotiation (e.g., Pica, 1994; Mackey, 1999) and pre-emptive focus on form (e.g., Ellis et al., 2001; Loewen, 2003).”
• Interaction and instructed second language acquisition (2018, background): “For example, Loewen (2003) observed that not all students in his New Zealand ESL classes participated equally in FFEs.”
• The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis (2016, background): “This finding spurred interest in the relationship between these and other feedback moves found in classroom interaction (Ellis et al., 2001; Loewen, 2003; Lyster, 1998; Miller & Pan, 2012; Panova & Lyster, 2002; Sheen, 2004, 2006).”