Incidental focus on form in teacher–learner and learner–learner interactions
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Zhao & Bitchener's (2007) observation of a university-level ESL class revealed that vocabulary was the most attended linguistic aspect during both learner-learner and learner-teacher interactions.
“Zhao & Bitchener's (2007) observation of a university-level ESL class also revealed that vocabulary was the most attended linguistic aspect during both learner-learner and learner-teacher interactions, a finding that was confirmed by Simard & Jean (2011) who observed L2 classes of young learners (Grade 9 to Grade 12) of English and French.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Zhao & Bitchener 2007
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References 39 · Cited by 69
- Authors
- Zhao, S. Y., & Bitchener, J.
- Affiliations
- Harbin Institute of Technology (CN)
- Auckland University of Technology (NZ)
- Corresponding author
- Bitchener, John
- Venue
- System
- Publisher
- Elsevier BV
- Published
- 2007-12
- Volume
- 35
- Issue
- 4
- Pages
- 431-447
- ISSN
- 0346-251X (ISSN-L)
- OpenAlex
- W1981716611
- Cited by
- 69
- References
- 39
- Citations by year
- 2024: 1 · 2023: 3 · 2022: 2 · 2021: 6 · 2020: 3 · 2019: 4 · 2018: 2 · 2017: 10 · 2016: 7 · 2015: 2 · 2014: 4 · 2013: 8 · 2012: 3
- FWCI
- 20.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- System (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- form-focused instruction, teacher-student relationship, student-student interaction, task-based interaction, corrective feedback, second language acquisition, interaction patterns, peer learning
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