Form-focused instruction and teacher education : studies in honour of Rod Ellis

By S. Fotos, Hossein Nassaji. 2007

90 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e9c05dd054a63afc078ea2a144af8290f7e51cfb

How researchers see this paper

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

1. P. Skehan
2. Hossein Nassaji
3. Gavin Bui
4. Jun Tian
5. Li Qian
6. Zhan Wang
7. Susan M. Walter
8. Helen Basturkmen

Citations in the corpus

• Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “…on form depends on factors related to the task itself, including whether or not the task is focused to some degree on particular forms (Ellis, 2003; Skehan, 2007; Samuda & Bygate, 2008), the complexity of the task (Robinson, 2001, 2007), and the extent to which language elicited by the task…”
• Towards a modular language curriculum for using tasks (2019, background): “However, the procedures that Long has in mind (e.g. corrective feedback strategies) are equally applicable to TSLT (Nassaji and Fotos, 2007).”
• Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “…(SLA) research has demonstrated a need for classroom activities that promote both communicative interaction and attention to form in second language (L2) classrooms (e.g. Doughty & Williams, 1998 ; Lightbown, 1998; Ellis, 2003, 2005 ; Williams, 2005; Long, 2006; Nassaji & Fotos, 2007; Pica, 2007).”
• The task is not enough: Processing approaches to task-based performance (2012, background): “So tasks which push for complexification are likely to create conditions for growth in the underlying interlanguage system, provided that appropriate supportive conditions are operative; for discussion, see Skehan (2007, 2011).”
• Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Other variables such as lesson formats, activity and task type and lesson topics are all important aspects of classroom context that can influence the effectiveness of feedback and instruction (e.g. Batstone, 2007; Slimani, 1992; Van Lier, 1988).”