Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning.

By B. Laufer. 2006

194 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/e9dbdbda6c10defc69acea4b5e63ca86e5b199df

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. E. Peters
2. Bella Rozovski-Roitblat
3. Gregory D. Keating
4. B. Laufer
5. Natsuko Shintani
6. Nany Girsai
7. N. Schmitt
8. A. Pellicer‐Sánchez

In Language and Linguistics

1. Bella Rozovski-Roitblat
2. E. Peters
3. Gregory D. Keating
4. Natsuko Shintani
5. B. Laufer
6. Nany Girsai
7. N. Schmitt
8. A. Pellicer‐Sánchez

In Literature and Literary Theory

1. E. Peters
2. Bella Rozovski-Roitblat
3. Natsuko Shintani
4. Gregory D. Keating
5. Nany Girsai
6. B. Laufer
7. N. Schmitt
8. Stuart Webb

Citations in the corpus

• Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “…or looked up (Hulstijn & Laufer, 2001; Hulstijn & Trompetter, 1998; Laufer, 2003); • Choosing the meaning of decontextualized words from several options (Laufer, 2006) and using new words to complete gapped sentences (moderate evaluation) are more effective than reading a text for comprehension…”
• The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. (2013, background): “There was no such opportunity in Laufer (2006).”
• Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination (2011, methodology): “Laufer (2006) compared the effectiveness of FonF and FonFs activities, and demonstrated the contribution of word-list learning to retention.”
• Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “Only recently has FFI been explicitly linked to vocabulary instruction (Hill and Laufer 2003; Laufer 2005, 2006; Peters 2006).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, result): “…a reading task followed by word-focused practice (Focus on Forms), the latter turned out to be superior (Agustin-Llach, 2009; Amiryousefi & Kassaian, 2010; Laufer, 2006; Paribakht & Wesche, 1996; Peters, 2006; Peters, Hulstijn, Sercu, & Lutjeharms, 2009; Sonbul & Schmitt, 2010; Zimmerman, 1997).”
• The effects of repetition and time of post-test administration on EFL learners’ form recall of single words and collocations (2014, background): “…let alone extensive reading, far too little attention has been paid to the effect of frequency of occurrence in a vocabulary-focused setting, especially since several researchers have advocated the use of explicit, intentional vocabulary learning (Laufer, 2005, 2006; Nation, 2001; Schmitt, 2008).”