Introduction: Investigating Form‐Focused Instruction

By R. Ellis. 2001

812 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/f73c57ee1b4d4332e2451f346463b40c148b5832

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. Hossein Nassaji
5. S. Loewen
6. Younghee Sheen
7. R. Ellis
8. N. Spada

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. Hossein Nassaji
5. S. Loewen
6. Younghee Sheen
7. R. Ellis
8. N. Spada

In Literature and Literary Theory

1. Masatoshi Sato
2. R. Lyster
3. Kazuya Saito
4. Hossein Nassaji
5. S. Loewen
6. R. Ellis
7. Younghee Sheen
8. N. Spada

Citations in the corpus

• Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “…SLA; explicit/implicit instruction; explicit/implicit knowledge; meta-analysis In the instructed second language acquisition (SLA) literature there is a general consensus that instruction is beneficial for second language (L2) development (Ellis, 2001; Norris & Ortega, 2000; Spada, 1997).”
• REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation (2005, background): “…in L2 processing during exposure to the L2 before investigating its effects on L2 development+ However, the use of verbal reports in L2 acquisition has been critiqued by a number of sources on the grounds that the requirement to think aloud might be reactive ~Ellis, 2001; Jourdenais, 2001!”
• An operational definition of the emergence criterion (2007, background): “For instance, given the ample evidence accumulated about the positive effects of form-focused instruction on the acquisition of a variety of structures (Ellis 2001a), one might hypothesize that a given instructional treatment would make learners move from lack of a structure to its emergence.”
• The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence (2012, methodology): “…(SLA), focus on forms (i.e. intentional learning of linguistic elements via meta-linguistic presentation) and focus on form (i.e. incidental learning of linguistic elements within a meaning-focused context)2 (see Doughty and Williams, 1998; Ellis, 2001, 2008; Long, 1991; Long and Robinson, 1998).”
• Oral corrective feedback in second language classrooms (2012, background): “Related to the question of whether CF is best delivered in isolation or in tandem with instruction is the issue of providing intensive CF (a pre-planned focus on a single form) versus extensive CF (an incidental focus on a range of linguistic forms) (Ellis 2001).”
• Retention of new words: Quantity of encounters, quality of task, and degree of knowledge (2015, background): “Form-focused instruction can be of two types: Focus on Form and Focus on Forms (Ellis, 2001).”
• ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “Further questioning the feasibility of distinguishing recasts from negotiation for meaning, specifi cally in classroom settings, Ellis ( 2001 ) called the distinction “an uncomfortable one, because it necessitates interpreting the intention of the teacher” (p. 24).”
• Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “Unlike more traditional language instruction, FFI entails “a set of psycholinguistically motivated pedagogic options” (Ellis, 2001, p. 12) that are considered most effective when implemented in communicative contexts, to ensure that learners will be able to transfer what they learn in the classroom…”
• AN EYE FOR WORDS (2013, background): “The requirement to express one’s thoughts (orally or in writing) while performing a learning task imposes dual-task conditions on participants (R. Ellis, 2001 ; Jourdenais, 2001 ), which may alter the very cognitive processes that the verbal reports are meant to refl ect.”
• INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, background): “…is considered to be a potential way to achieve an integration of meaning-focused and form-focused activities in the second language ~L2! classroom ~Ellis, 2001!+ Recent research ~Ellis, Basturkmen, & This research was supported, in part, by a scholarship from the Foundation for Science, Research,…”