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2005 | 30 | 283-294
Article title

The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative

Content
Title variants
Languages of publication
EN
Abstracts
EN
Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
Keywords
Year
Volume
30
Pages
283-294
Physical description
Dates
published
2018-11-01
Contributors
References
  • Byrnes, H. (1998): Learning Foreign and Second Languages. Perspectives in Research and Scholarship. New York: The Modem Language Association of America.
  • Crookes, G. and Gass, S. (eds). (1993): Tasks and Language Learning: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters.
  • De Bot, K., Ginsberg, R. and Kramsch, C. (eds). (1991): Foreign Language Research in Crosscultural Perspective. Amsterdam: John Benjamins.
  • Doughty, C. (1998): Acquiring competence in a second language. In: Byrnes, H. (ed.). 1998. 128-156.
  • Doughty, C. and Varela, E. (1998): Communicative focus on form. In: Doughty, C. and Williams, J. (eds). 1998. 114-138.
  • Doughty, C. and Williams, J. (eds). (1998): Focus on Form in Classroom Second Language Acquisition. Cambridge: CUP.
  • ---
  • Ellis, R. (ed.). (2001): Form-Focused Instruction and Second Language Learning. Oxford: Blackwell Publishers.
  • Ellis, R., Basturkmen, H. and Loewen, S. (2001): Learner uptake in communicative ESL lessons. Language Learning 51.281-318.
  • Byrnes, H. (1998): Learning Foreign and Second Languages. Perspectives in Research and Scholarship. New York: The Modem Language Association o f America.
  • Crookes, G. and Gass, S. (eds). (1993): Tasks and Language Learning: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters.
  • De Bot, K., Ginsberg, R. and Kramsch, C. (eds). (1991): Foreign Language Research in Crosscultural Perspective. Amsterdam: John Benjamins.
  • Doughty, C. (1998): Acquiring competence in a second language. In: Byrnes, H. (ed.). 1998. 128- 156.
  • Doughty, C. and Varela, E. (1998): Communicative focus on form. In: Doughty, C. and Williams, J. (eds). 1998. 114-138.
  • Doughty, C. and Williams, J. (eds). (1998): Focus on Form in Classroom Second Language Acquisition. Cambridge: CUP.
  • Ellis, R. (ed.). (2001): Form-Focused Instruction and Second Language Learning. Oxford: Blackwell Publishers.
  • Ellis, R., Basturkmen, H. and Loewen, S. (2001): Learner uptake in communicative ESL lessons. Language Learning 51.281-318.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-doi-10_14746_gl_2005_30_18
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