EXPLORING THE INTERFACE: Explicit Focus-on-Form Instruction and Learned Attentional Biases in L2 Latin
Abstract
Eye-tracking was used to investigate the attentional processes whereby different types of focus on form (FonF) instruction assist learners in overcoming learned attention and blocking effects in their online processing of second language input. English native speakers viewed Latin utterances combining lexical and morphological cues to temporality under control conditions and three types of explicit FonF: verb grammar instruction, verb salience with textual enhancement, and verb pretraining. Chinese native speakers were also tested on control and verb grammar conditions. All groups participated in three phases: exposure, comprehension test, and production test. Verb grammar participants viewed a short lesson on Latin tense morphology prior to exposure. Verb salience participants saw the verb inflections highlighted in bold and red during exposure. Verb pretraining participants took part in an additional introductory phase in which they were presented with solitary verb forms and were trained on their English translations. Instructed participants showed greater sensitivity to morphological cues in comprehension and production. Eye-tracking revealed how FonF affects learners’ attention during online processing and thus modulates long-term blocking of verb morphology.
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Pre-teaching the target form may help learners to attend to it while communicating and may also facilitate learning.
“Pre-teaching the target form may help learners to attend to it while communicating and may also facilitate learning (see, for example, studies by Lyster (2004) and Cintron- Valentin and Ellis (2015)).”
From Focus on form: A critical review (2016) · cites this paper as Cintron-Valentin and Ellis (2015)
There are current studies that claim to investigate 'focus on form' but also include explicit instruction of a target feature prior to the focus on form activity.
“There are current studies (e.g.Cintron-Valentin and Ellis, 2015) that claim to investigate 'focus on form' but also include explicit instruction of a target feature prior to the focus on form activity.”
From Focus on form: A critical review (2016) · cites this paper as Cintron-Valentin and Ellis, 2015
Cites
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Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,414 · cited 3× · see citing works
“The meta-analysis of the effects of grammar instruction by Norris and Ortega ( 2000 ) showed that learners who received explicit types of L2 instruction outperformed learners who received implicit types.”
BackgroundMethodResultInfluentialEllis, N. C. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102002024 · Cited by 2,230 · see citing works
Self-citationLong, M. (1991) · Studies in Bilingualism · doi:10.1075/sibil.2.07lon · Cited by 1,775 · cited 1× · see citing works
“Focus on form (FonF) instruction attempts to do this (Doughty & Williams, 1998 ; Long, 1991 ).”
BackgroundSchmidt, R. (2001) · Cognition and Second Language Instruction · doi:10.1017/cbo9781139524780.003 · Cited by 1,322 · cited 2× · see citing works
“…Schmidt’s ( 1990 , 1993 ) noticing hypothesis, “since many features of L2 input are likely to be infrequent, non-salient, and communicatively redundant, intentionally focused attention may be a practical (though not theoretical) necessity for successful language learning” (Schmidt, 2001 , p. 23).”
BackgroundAT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
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Focus on form: A critical review
Ellis, R. (2016) · Language Teaching Research · doi:10.1177/1362168816628627 · Cited by 417 · see citing works
Instructed second language acquisition (ISLA)
Long, M. M. (2017) · Instructed Second Language Acquisition · doi:10.1558/isla.33314 · Cited by 108 · see citing works
- Authors
- Cintrón-Valentín, M., & Ellis, N. C.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Cintrón-Valentín, Myrna
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2015-05-20
- Volume
- 37
- Issue
- 2
- Pages
- 197-235
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2244165480
- Cited by
- 43
- References
- 9
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 2 · 2023: 5 · 2022: 2 · 2021: 2 · 2020: 7 · 2019: 4 · 2018: 4 · 2017: 3 · 2016: 3 · 2015: 1
- FWCI
- 24.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- Funders
- National Science Foundation (0717557)
- 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
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- form-focused instruction, explicit grammar instruction, verb morphology, morphological cues, blocking effect, online processing, second language acquisition, Latin as a second language, Chinese as a second language, eye movements
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