The relevance of attention to L2 form in communicative classroom contexts

  1. García Mayo, María del Pilar
Revista:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Año de publicación: 2011

Número: 11

Páginas: 11-46

Tipo: Artículo

Otras publicaciones en: Elia: Estudios de lingüística inglesa aplicada

Referencias bibliográficas

  • Adams, R., & Ross-Feldman, L. (2008). Does writing influence learner attention to form? In D. Belcher & A. Hirvela (Eds.), The oral-literate connection (pp. 243-266). Michigan: The University of Michigan.
  • Alcón Soler, E., & García Mayo, M. P. (2008). Incidental focus on form and learning outcomes with young foreign language classroom learners. In J. Philp, R. Oliver & A. Mackey (Eds.), Second language acquisition and the younger learner (pp. 173-192). Amsterdam: John Benjamins.
  • Alegría de la Colina, A., & García Mayo, M. P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. García Mayo (Ed.), Investigating tasks in formal language settings (pp. 91-116). Clevedon: Multilingual Matters.
  • Alegría de la Colina, A., & García Mayo, M. P. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics, 47, 325-345.
  • Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins & M Swain, (Eds.), The development of second language proficiency (pp. 57-81). Cambridge: Cambridge University Press.
  • Aston, G. (1986). Trouble-shooting in interaction with learners: the more the merrier? Applied Linguistics, 7, 128-143.
  • Azkarai Garai, A., & García Mayo, M. P. (in press). Does gender influence task performance in EFL? Interactive tasks and language-related episodes. In E. Alcón & P. Safont (Eds.), Language learners’ discourse across instructional settings. Amsterdam: Rodopi.
  • Basterrechea, M., & García Mayo, M. P. (2010, September). The facilitative role of a pushed output task in collaborative vs. individual performance. Paper presented at the 20th European Second Language Association (EUROSLA) Conference. Reggio-Emilia (Italy).
  • Basterrechea, M., & García Mayo, M. P. (forthcoming). Language related episodes (LREs) in collaborative tasks by CLIL and EFL learners: Effects of oral Interaction on written production. In K. McDonough & A. Mackey (Eds.), Interaction in diverse educational settings. Amsterdam: John Benjamins.
  • Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about focus on form and their classroom practices. Applied Linguistics, 25, 43-272.
  • Benati, A. (forthcoming). The theory of input processing in second language acquisition. In M. P. García Mayo, M. J. Gutiérrez Mangado & M. Martínez Adrián (Eds.), Contemporary perspectives on second language acquisition. Amsterdam: John Benjamins.
  • Benati, A., & Lee, J. (2008). Grammar acquisition and processing instruction: Secondary and cumulative effects. Clevedon: Multilingual Matters.
  • Bouffard, L. A., & Sarkar, M. (2008). Training 8-year old French immersion students in metalinguistic analysis. An innovation in formfocused pedagogy. Language Awareness, 17, 3-24.
  • Brooks, F., Donato, R., & McGlone, V. (1997). When are they going to say ‘it’ right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30, 524-541.
  • DeKeyser. R. (2001). Automaticity and automatization. In P. Robinson (Ed.), Cognition and second language instruction (pp. 125-151). New York: Cambridge University Press.
  • DeKeyser, R. (Ed.). (2007). Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Westport, CT: Abblex Publishing.
  • Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206- 257). Cambridge: Cambridge University Press.
  • Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
  • Doughty, C., & Williams, E. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
  • Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1-46.
  • Ellis, R. (2005a). La adquisición de segundas lenguas en un contexto de enseñanza. Análisis de las investigaciones existentes. Informe al Ministerio de Educación. Auckland: Uniservices Limited.
  • Ellis, R. (2005b). Planning and task performance in a second language. Amsterdam: John Benjamins.
  • Ellis, R. (2006). Researching the effects of form-focussed instruction on L2 acquisition. AILA Review, 19, 18-41.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30, 419-432.
  • Ellis, R., Loewen, S., & Basturkmen, H. (2006). Disentangling focus on form. A response to Sheen and O’Neill (2005). Applied Linguistics, 27, 35-141.
  • Erlam, R., & Loewen, S. (2010). Implicit and explicit recasts in L2 oral French interaction. The Canadian Modern Language Review/La revue cannadienne des langues vivantes, 66, 77-905.
  • Fortune, T. W. & Menke, M. (2010). Struggling learners and language immersion education:Research-based, practitioner-informed responses to educators’ top questions. Minneapolis, MN: University of Minnesota Center for Advanced Research on Language Acquisition.
  • Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
  • Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3, 215-247.
  • Fujii, A., & Mackey, A. (2009). Interactional feedback in learner-learner interactions in a task-based EFL classroom. International Review of Applied Linguistics, 47, 267-302.
  • Gánem-Gutierrez, A. (forthcoming). Sociocultural theory and second language development: Theoretical foundations and insights from research. In M. P. García Mayo, M. J. Gutiérrez Mangado & M. Martínez Adrián (Eds.), Contemporary perspectives on second language acquisition. Amsterdam: John Benjamins.
  • García Mayo, M. P. (2001). Repair and completion strategies in the interlanguage of advanced EFL learners. ITL: Review of Applied Linguistics, 131, 139-168.
  • García Mayo, M. P. (2002a). The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics, 12, 156-175.
  • García Mayo, M. P. (2002b). Interaction in advanced EFL pedagogy: A comparison of form-focused activities. International Journal of Educational Research, 37, 323-341.
  • García Mayo, M. P. (2005). Interactional strategies for interlanguage communication: Do they provide evidence for attention to form? In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition. Studies on Language Acquisition Series (pp. 383-405). Berlin/New York: Mouton de Gruyter.
  • García Mayo, M. P. (2007). Investigating tasks in formal language learning. Clevedon: Multilingual Matters.
  • García Mayo, M. P. (in press). La formación del profesorado de lenguas extranjeras. In E. Alcón Soler (Ed.), La educación superior desde una perspectiva multilingüe. Madrid: Tecnos.
  • García Mayo, M.P., & Perales Haya, S. (2002). Input processing and attention to form in native speakers of Spanish: Implications for foreign language learning. Interface: Journal of Applied Linguistics, 17, 13-25.
  • Gass, S. M., & Mackey, A. (2007). Input, interaction and output in SLA. In J. Williams & B. VanPatten (Eds.), Theories in second language acquisition (pp. 175-200). Mahwah, NJ: Lawrence Erlbaum.
  • Gilabert, R., Barón, J., & Llanes, M. A. (2009). Manipulating cognitive complexity across task types and its impact on learners’ interaction during oral task performance. International Review of Applied Linguistics, 47, 367-395.
  • Grim, F. (2009). Integrating focus on form in L2 content-enriched lessons. Foreign Language Annals, 41, 21-346.
  • Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper & A. P. R. Howatt (Eds.), Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press.
  • Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
  • Kelly, L. (1969). 25 centuries of language teaching. Rowley, MA: Newbury House.
  • Kim, YK. & McDonough, K. (2011). Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15, 183-199.
  • Kim, YJ. & Tracy-Ventura, N. (2011). Task complexity, language anxiety, and the development of the simple past. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 287-306). Amsterdam: John Benjamins.
  • Kowal, M., & Swain, M. (1997). From semantic to syntactic processing: How can we promote it in the immersion classroom? In R. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 284-309). NY: Cambridge University.
  • Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Oxford University Press.
  • Lapkin, S., & Mady, C. (2009). Research perspectives on core French in Ontario: A literature review. Document prepared for the Ontario Ministry of Education.
  • Larsen-Freeman, D. (2009) Teaching and testing grammar. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 518-543). Malden, MA: Blackwell Publishers.
  • Laufer, B. (2005). Focus on Form in second language vocabulary acquisition. In S. H. Foster-Cohen, M. P. García Mayo & J. Cenoz (Eds.), EUROSLA Yearbook 5 (pp. 223-250). Amsterdam: John Benjamins.
  • Leeman, J. (2007). Feedback in L2 learning: Responding to errors during practice. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from linguistics and psychology (pp.111-137). Cambridge Applied Linguistics Series, Cambridge: Cambridge University Press.
  • Leeser, M. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 55-81.
  • Lightbown, P. (2011). Book review of Fortune & Menke (2010) Struggling learners and language immersion education: Researchbased, practitioner-informed responses to educators’ top questions. Language Teaching Research, 15, 381-383.
  • Loewen, S. (2003). Variation in the frequency and characteristics of incidental focus on form. Language Teaching Research, 7, 315–345.
  • Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54, 53-187.
  • Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27, 61-386.
  • Loewen, S. (2007). The prior and subsequent use of forms targeted in incidental focus on form. In S. Fotos & H. Nassaji (Eds.), Form focused instruction and teacher education (pp. 101-116). Oxford: Oxford University Press.
  • Long, M. H. (1983). Does second language instruction make a difference? A review of the research. TESOL Quarterly, 17, 359-382.
  • Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in crosscultural perspective (pp. 115-141). Rowley, MA: Newbury House.
  • Long, M. H. (1997). Focus on form in task-based language teaching. Presentation at the Annual McGraw-Hill Teleconference in Second Language Teaching.
  • Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.
  • Lyster, R. (1998). Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics, 1, 53-82.
  • Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. French Language Studies, 14, 321-341.
  • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
  • Mackey, A. (2006). Feedback, noticing and instructed language learning. Applied Linguistics, 27, 405-430.
  • Mackey, A. (2007). Foreword. In M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. vi-x). Clevedon: Multilingual Matters.
  • Mackey, A., & Philp, J. (1998). Recasts, interaction and interlanguage development: Are responses red herrings? The Modern Language Journal, 82, 338-356.
  • Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, education, and teachers’ use of incidental focus on form. Language Teaching Research, 8, 301-327.
  • Marshall, P. (2011). A case study of compact core French models: A pedagogic perspective. Unpublished doctoral dissertation, Ontario Institute for Studies in Education, University of Toronto.
  • Mehisto, P., Frigols, M., & Marsh, D. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: MacMillan.
  • Mitchell, R. (2000). Applied linguistics and evidence-based classroom practice: The case of foreign language grammar pedagogy. Applied Linguistics, 21, 281-303.
  • Morris, F., & Tarone, E. (2003). Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning, 53, 325-368.
  • Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative language EFL classroom. Language Learning, 50, 617-673.
  • Nassaji, H. (2010). The occurrence and effectiveness of spontaneous focus on form in adult ESL classes. The Canadian Modern Language Review/ La Revue cannadienne des langues vivantes, 66, 907-933.
  • Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126- 145.
  • Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms. Integrating form-focused instruction in communicative context. London: Routledge.
  • Nassaji, H., & Simard, D. (2010). Introduction: Current developments in formfocused interaction and L2 acquisition. The Canadian Modern Language Review/La revue cannadienne des langues vivantes, 66, 773-778.
  • Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-428.
  • Nuevo, A. M., Adams, R., & Ross-Feldman, L. (2011). Task complexity, modified output and L2 development in learner-learner interaction. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp.175- 202). Amsterdam: John Benjamins.
  • Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
  • Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
  • Ortega, L. (2007). Meaningful practice in foreign language classrooms: A cognitive-interactionist SLA perspective. In R. DeKeyser (Ed.), Practice in a second language. Perspectives for applied linguistics and cognitive psychology (pp. 180-207). Cambridge: Cambridge University Press.
  • Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
  • Park, S. (2010). The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction. Language Teaching Research, 14, 9-26.
  • Philp, J., Walter, S., & Basturkmen, H. (2010). Peer interaction in the foreign language classroom: What factors foster a focus on form? Language Awareness 19, 261-279.
  • Pica, T. (2002). Subject matter content: How does it assist the interactional and linguistic needs of classroom language learners? Modern Language Journal, 85, 1-19.
  • Pica, T., Kang, H-S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28, 301-338.
  • Pienemann, M. (1989). Is language teachable? Applied Linguistics, 10, 2-79.
  • Robinson, P. (2001a). Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 7-57.
  • Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 287- 318). Cambridge: Cambridge University Press.
  • Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M.P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 7-26). Clevedon: Multilingual Matters.
  • Robinson, P. (Ed.) (2011). Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp.175-202). Amsterdam: John Benjamins.
  • Saito, K., & Lyster, R. (in press). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning.
  • Savignon, S. (2005). Communicative language teaching: Strategies and goals. In E. Hinkel (Ed.), Handbook on research on second language teaching and learning (pp. 13-28). MA: Heinle & Heinle.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
  • Schwartz, B. D. (1993). On explicit and negative data effecting and affecting competence and linguistic behaviour. Studies in Second Language Acquisition, 15, 147-163.
  • Sheen, R., & O’Neill, R. (2005). Tangled up in form: Critical comments on ‘Teachers’ stated beliefs about incidental focus on form and their classroom practices’ by Basturkmen, Loewen, and Ellis. Applied Linguistics, 26, 268-274.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 29, 1-15.
  • Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching Research, 44, 225-236.
  • Spada, N., & Lightbown, P. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42, 181-207.
  • Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 1-46.
  • Storch, N. (1998). Comparing second language learners’ attention to form across tasks. Language Awareness, 7, 176-191.
  • Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119-158.
  • Storch, N. (2007). Investigating the merits of pair work on a text-editing task in ESL classes. Language Teaching Research, 11, 43-159.
  • Swain, M. (1985). Communicative competence: Some rules of comprehensible input and comprehensible output in its development. In. S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
  • Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 64-84). Cambridge: Cambridge University Press.
  • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-484). Mahwah, NJ: Earlbaum.
  • Swain, M., & Lapkin, S. (1982). Evaluating bilingual education. A Canadian case study. Clevedon: Multilingual Matters.
  • Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
  • Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171-185.
  • Turnbull, M., Lapkin, S., Hart, D., & Swain, M. (1998). Time on task and immersion graduates’ French proficiency. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies (pp. 31-55). Toronto: University of Toronto Press.
  • Truscott, J. (1998). Noticing in second language acquisition: A critical review. SLA Research, 14, 103-135.
  • VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
  • VanPatten, B. (2004). Input processing in second language acquisition. In B. VanPatten (Ed.), Processing instruction: theory, research and commentary (pp. 5-31). Mahwah, NJ: Lawrence Erlbaum.
  • VanPatten, B. (2007). Input processing in adult second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 115-136). Mahwah, NJ: Lawrence Earlbaum.
  • Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wajnryb, R. (1990). Grammar Dictation. Oxford: Oxford University Press.
  • Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 83-625.
  • Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235-263.
  • Yilmaz, Y. (2011). Task effects on focus on form in synchronous computermediated communication. The Modern Language Journal, 95, 115- 132.
  • Yuan, F., & Ellis, R. (2003). The effects of pre-task and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1-27.