Preemptive Focus on Form in the ESL Classroom

By R. Ellis, Helen Basturkmen, S. Loewen. 2001

362 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/fdb5b9f87b6a2964072367886a2a1b0a3d15dd74

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. E. Macaro
3. S. Loewen
4. Natsuko Shintani
5. P. Skehan
6. Lili Tian
7. Pauline Foster
8. A. Ohta

In Language and Linguistics

1. Masatoshi Sato
2. S. Loewen
3. E. Macaro
4. P. Skehan
5. Lili Tian
6. Natsuko Shintani
7. Pauline Foster
8. A. Ohta

In Literature and Literary Theory

1. Masatoshi Sato
2. S. Loewen
3. Lili Tian
4. E. Macaro
5. Natsuko Shintani
6. P. Skehan
7. Andrea Révész
8. Pauline Foster

Citations in the corpus

• Task-based instruction (2003, background): “For example, Ellis et al. (2001) have researched the use of precasts, i.e., teacher or learner anticipations of trouble immediately ahead (a form of predicting gaps which are relevant).”
• Interaction and instructed second language acquisition (2018, background): “This is what studies of uptake have done (e.g. Ellis et al. 2001a; Loewen 2005) when they have looked at how learners responded to corrective feedback that was provided during meaning-focused interaction.”
• 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): “Ellis et al. (2001) refer to this as the “negotiation of form”.”
• Negotiation for Meaning and Peer Assistance in Second Language Classrooms (2005, background): “1998; Braidi 2002) and focus-on-form episodes that are available in whole class settings (e.g. Doughty and Varela 1998; Ellis et al. 2001) and are often, although not 406 MEANING AND PEER ASSISTANCE IN SECOND LANGUAGE CLASSROOMS”
• Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, result): “Our findings support the claim made by Ellis et al. (2001), who reported that teachers and students could navigate in and out of focusing on aspects of the code while still keeping the overall orientation of the message intact.”