Role of Focus-on-Form Instruction, Corrective Feedback and Uptake in Second Language Classrooms: Some Insights from Recent Second Language Acquisition Research

Autor/in	Afitska, Oksana
Titel	Role of Focus-on-Form Instruction, Corrective Feedback and Uptake in Second Language Classrooms: Some Insights from Recent Second Language Acquisition Research
Quelle	In: Language Learning Journal, 43 (2015) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.701320
Schlagwörter	Role; Grammar; Second Language Learning; Error Correction; Feedback (Response); Second Language Instruction; Teaching Methods; Language Research; Instructional Effectiveness; English (Second Language); Communicative Competence (Languages); Foreign Countries; Educational Policy; United Kingdom + Suchen Sie Ihr Suchwort? Rollen; Grammatik; Zweitsprachenerwerb; Korrektur; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachforschung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Politics of education; Bildungspolitik; Großbritannien
Abstract	A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of different ways. This paper systematically reviews recent research on focus-on-form instruction, corrective feedback and uptake, attempts to systematise what is known about these issues and reveals gaps which have not yet been addressed by research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01