Form–Focused Instruction and Second Language Learning: Language Learning Monograph

This collection of articles from Language Learning illustrates the range of current inquiry into form–focused instruction and its effects on second language learning. The articles report both experimental and descriptive studies, addressing such issues as the effectiveness of form–focused instruction, the role of input–processing instruction, the relationship between attention and language learning, the sequence of acquisition in instructed learners, and the provision of corrective feedback in class–room settings. In addition to articles reporting empirical studies, two articles provide comprehensive overviews of the experimental and descriptive research. Ellis’ introductory chapter offers an historical survey of research into form–focused instruction together with an analysis of key theoretical constructs and methodological issues. The book is of relevance to both second language researchers and teacher educators.

Part I–Introduction.

1. Investigating the Form–Focused Instruction: Rod Ellis.

Part II – Experimental Studies.

2. Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study: Elaine M. Day and Stan M. Shapson.

3. The Differential Role of Comprehension and Production Practice: Robert M. DeKeyser and Karl J. Sokalski.

4. Attention, Awareness and Foreign Language Behavior: Ronald P. Leow.

5. Does Type of Instruction Make A Difference? Substantive Findings From a Meta–analytic Review: John M. Norris and Lourdes Ortega.

Part III – Interpretative Classroom Studies.

6. Another Piece of the Puzzle: The Emergence of the Present Perfect: Kathleen Bardovi–Harlig.

7. Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms: Roy Lyster.

8. Learner–Generated Attention to Form: Jessica Williams.

9. The Case of the Missing "No": The Relationship Between Pedagogy and Interaction: Paul Seedhouse.

Index