The efficacy of focus-on-form(FonF)within the context of communicatively-oriented language activities is measured via uptake.Uptake is defined as learners’verbal responses immediately following either preemptive or r...The efficacy of focus-on-form(FonF)within the context of communicatively-oriented language activities is measured via uptake.Uptake is defined as learners’verbal responses immediately following either preemptive or reactive FonF instruction(Loewen,2004).The present study investigated what is(not)meant and(not)measured through this definition of uptake.Drawing on the audio-recorded analysis of 20 hours of communicatively–oriented interactions in an intermediate IELTS class with two teachers,this study investigates the frequency of preemptive and reactive incidental FonF,and the subsequent occurrence of uptake in an English as a foreign language context.This study also provided an in-depth qualitative analysis of these classes through field notes,learner notes,and video-recorded data to explore the instances of uptake moves that were not captured through audio-recorded data.The quantitative findings of this study demonstrated a very low and disappointing uptake rate.Furthermore,the study did not find a significant difference between reactive and preemptive FonF in terms of uptake rate.Nonetheless,the qualitative data revealed a myriad of uptake instances not observable via the initial data analysis.Based on these findings,a new definition of uptake is suggested,which includes camouflaged uptake and learners’immediate oral responses to FonF.Since uptake is used to gauge the efficacy of incidental FonF in primarily meaning–oriented classes,it is concluded that audio-recorded data just show the tip of the iceberg as far as the uptake rate is concerned.Thus,second language acquisition researchers are recommended to employ multiple indices to examine the effectiveness of FonF instruction.展开更多
考察了兼顾形式(focus on form,FonF)的导引手段如何影响青少年英语初学者对请求策略的习得。极端显性的FonF操作为显性教学,除了输入输出活动外,还提供元语用知识;隐性的FonF除了输入输出活动外,还对输入进行视觉强化;极端隐性的FonF...考察了兼顾形式(focus on form,FonF)的导引手段如何影响青少年英语初学者对请求策略的习得。极端显性的FonF操作为显性教学,除了输入输出活动外,还提供元语用知识;隐性的FonF除了输入输出活动外,还对输入进行视觉强化;极端隐性的FonF只提供输入输出活动。学习者参加了一次前测和两次后测。结果显示,对总体策略使用来说,不同的FonF同样有效;但对策略分布来说,隐性的FonF无效。从长期效果看,只有极端隐性的FonF在总体策略使用和策略分布两方面都有效。这表明,虽然注意有利于二语习得,但注意所诱发的认知机制受形式特征和学习者特征的影响,在青少年初学者中,并不是越外显的导引手段就越有效。展开更多
Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast eff...Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast effectively in practice.展开更多
文摘The efficacy of focus-on-form(FonF)within the context of communicatively-oriented language activities is measured via uptake.Uptake is defined as learners’verbal responses immediately following either preemptive or reactive FonF instruction(Loewen,2004).The present study investigated what is(not)meant and(not)measured through this definition of uptake.Drawing on the audio-recorded analysis of 20 hours of communicatively–oriented interactions in an intermediate IELTS class with two teachers,this study investigates the frequency of preemptive and reactive incidental FonF,and the subsequent occurrence of uptake in an English as a foreign language context.This study also provided an in-depth qualitative analysis of these classes through field notes,learner notes,and video-recorded data to explore the instances of uptake moves that were not captured through audio-recorded data.The quantitative findings of this study demonstrated a very low and disappointing uptake rate.Furthermore,the study did not find a significant difference between reactive and preemptive FonF in terms of uptake rate.Nonetheless,the qualitative data revealed a myriad of uptake instances not observable via the initial data analysis.Based on these findings,a new definition of uptake is suggested,which includes camouflaged uptake and learners’immediate oral responses to FonF.Since uptake is used to gauge the efficacy of incidental FonF in primarily meaning–oriented classes,it is concluded that audio-recorded data just show the tip of the iceberg as far as the uptake rate is concerned.Thus,second language acquisition researchers are recommended to employ multiple indices to examine the effectiveness of FonF instruction.
文摘考察了兼顾形式(focus on form,FonF)的导引手段如何影响青少年英语初学者对请求策略的习得。极端显性的FonF操作为显性教学,除了输入输出活动外,还提供元语用知识;隐性的FonF除了输入输出活动外,还对输入进行视觉强化;极端隐性的FonF只提供输入输出活动。学习者参加了一次前测和两次后测。结果显示,对总体策略使用来说,不同的FonF同样有效;但对策略分布来说,隐性的FonF无效。从长期效果看,只有极端隐性的FonF在总体策略使用和策略分布两方面都有效。这表明,虽然注意有利于二语习得,但注意所诱发的认知机制受形式特征和学习者特征的影响,在青少年初学者中,并不是越外显的导引手段就越有效。
文摘Recast is the most frequently used error correction technique adopted by teachers in the communicative oriented classrooms. This article illustrates the reasons for its popularity, also discusses how to use recast effectively in practice.
