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Information Journal Paper

Title

A PRACTICAL STEP TOWARDS COMBINING FOCUS ON FORM AND FOCUS ON MEANING

Pages

  99-148

Abstract

 This article reports on an empirical investigation of the teachers' correction of students' spoken errors of linguistic forms in EFL classes, aiming at (a) examining the extent to which teachers' use of different corrective FEEDBACK types is related to the immediate types of CONTEXT in which error correction takes place, and (b) exploring the possibility of integrating form-focused instruction and communicative interaction at the level of error correction. The database is drawn from transcripts of audio-recordings of 25 lessons from five teachers (five lessons from each teacher) totaling 31 hours and including 752 error correction exchanges. Findings indicate that type of CONTEXT in which error correction takes place affects type of corrective FEEDBACK used by L2 teachers for dealing with the students non-target-like forms. The article concludes by arguing that marked RECASTS' are a good candidate for 'DUAL FOCUS' strategies for combining focus on form and focus on meaning at the level of error correction.

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    • Cite

    APA: Copy

    FARROKHI, F.. (2006). A PRACTICAL STEP TOWARDS COMBINING FOCUS ON FORM AND FOCUS ON MEANING. JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ), 49(198), 99-148. SID. https://sid.ir/paper/25934/en

    Vancouver: Copy

    FARROKHI F.. A PRACTICAL STEP TOWARDS COMBINING FOCUS ON FORM AND FOCUS ON MEANING. JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ)[Internet]. 2006;49(198):99-148. Available from: https://sid.ir/paper/25934/en

    IEEE: Copy

    F. FARROKHI, “A PRACTICAL STEP TOWARDS COMBINING FOCUS ON FORM AND FOCUS ON MEANING,” JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ), vol. 49, no. 198, pp. 99–148, 2006, [Online]. Available: https://sid.ir/paper/25934/en

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