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Cited by 419EFL/ESL Teaching and LearningSecond Language Acquisition and LearningSecond Language Learning and Teaching

The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.

Learner proficiency and focus on form during collaborative dialogue

Leeser, Michael J.·2004·Language Teaching Research
DOI 10.1191/1362168804lr134oa
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Abstract

One of the challenges in content-based instruction in second language classrooms is how to focus on form in a way that is both effective and appropriate. The use of collaborative tasks that push learners to consciously reflect on their own language use (i.e., produce ‘language-related episodes’) while conveying meaning has been proposed as one way to accomplish this goal. Studies investigating the use of collaborative tasks that encourage learners to produce language-related episodes (LREs) have been shown to affect positively L2 development. However, little is known about how the proficiency of each dyad member affects how and how much dyads produce LREs during collaborative tasks. Therefore, the study reported in this article investigated how grouping learners by their relative proficiency (high-high, high-low, or low-low) affected the amount, type (lexical or grammatical) and outcome (correct, unresolved, or incorrect) of LREs produced during a passage reconstruction task, completed by twenty-one pairs of adult L2 Spanish learners from a content-based course. The findings revealed that the proficiency of the dyad members affected how much the dyads focused on form, the types of forms they focused on as well as how successful they were at resolving the language problems they encountered.

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Research works printed but not linked: 11

  1. LaPierre, D. 1994: Language output in a cooperative learning setting: determining its effects on second language learning. Unpublished master’s thesis, Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada.
  2. Lightbown, P., 1998, Focus on form in classroom second language acquisition, 177
  3. Robinson, P., 1995, Attention and awareness in foreign language learning, 303
  4. Swain, M., 1995, Principles and practice in applied linguistics: studies in honour of H.G. Widdowson, 125
  5. Swain, M., 1998, Focus on form in classroom second language acquisition, 64
  6. Swain, M., Heritage language acquisition: a new field emerging
  7. VanPatten, B., 1996, Input processing and grammar instruction
  8. VanPatten, B., 2000, Form and meaning: multiple perspectives, 43
  9. Wajnryb, R., 1990, Grammar dictation
  10. Wesche, M., 1992, Georgetown University Round Table on Languages and Linguistics 1992: language, communication, and social meaning, 208
  11. Williams, J., 1998, Focus on form in classroom second language acquisition, 139

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Metadata

Authors
Leeser, M. J.
Affiliations
University of Illinois Urbana-Champaign (US)
Corresponding author
Leeser, Michael J.
ORCID
Leeser, Michael J.
Venue
Language Teaching Research
Publisher
SAGE Publications
Published
2004-01
Volume
8
Issue
1
Pages
55-81
ISSN
  • 1362-1688 (ISSN-L)
  • 1477-0954
DOI
10.1191/1362168804lr134oa
OpenAlex
W2165013632
Cited by
419
References
31
Citations by year
2026: 11 · 2025: 20 · 2024: 13 · 2023: 19 · 2022: 34 · 2021: 31 · 2020: 40 · 2019: 32 · 2018: 15 · 2017: 25 · 2016: 26 · 2015: 18 · 2014: 24 · 2013: 19 · 2012: 18
FWCI
29.20
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Language Teaching Research (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 › Linguistics and Language › Second Language Learning and Teaching
Keywords
form-focused instruction, learner proficiency, collaborative dialogue, language-related episodes, content-based instruction, second language Spanish, error resolution, adult L2 learners

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