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Cited by 586

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning

Lightbown, Patsy M., Spada, Nina·1990·Studies in Second Language Acquisition
DOI 10.1017/s0272263100009517
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Abstract

The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed. Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction. These findings are discussed in terms of current competing views of the role of form-focused instruction in second language learning.

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Research works printed but not linked: 44

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Cited by

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Metadata

Authors
Lightbown, P. M., & Spada, N.
Venue
Studies in Second Language Acquisition
Publisher
Cambridge University Press (CUP)
Published
1990-12
Volume
12
Issue
4
Pages
429-448
ISSN
  • 0272-2631 (ISSN-L)
  • 1470-1545
DOI
10.1017/s0272263100009517
OpenAlex
W2022942752
Cited by
586
References
2
FWCI
74.90
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 6551 d)

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CoChat. (2026). Citation check: Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. https://app.cochat.ai/papers/10.1017/s0272263100009517
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Lightbown, P. M., & Spada, N. (1990). Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition. https://doi.org/10.1017/s0272263100009517

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