The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms
Abstract
In recent years, researchers have become increasingly interested in the notion of spontaneous focus on form (FonF) (i.e., attention to linguistic forms that arise incidentally during meaningful communication). Previous research has indicated that such FonF is beneficial for L2 learning. However, this research has focused mainly on reactive FonF, with relatively little investigation into pre-emptive FonF. This paper presents findings from a large-scale, classroom-based study that examined the role of both reactive and pre-emptive FonF in second-language development as measured by tailor-made, student-specific post-tests. Data from 54 hours of classroom interaction within seven intact ESL classes at three levels of language proficiency revealed that both reactive and pre-emptive FonF occurred. However, pre-emptive FonF led to higher individualized post-test scores than did reactive FonF. Furthermore, the amount, type, and effectiveness of FonF were strongly related to the learners’ level of language proficiency.
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In lessons where there is a primary focus on meaning, focus on form occurs frequently.
“In lessons where there is a primary focus on meaning, focus on form occurs frequently (Ellis, Basturkmen & Loewen, 2001); Nassaji (2010).”
From Focus on form: A critical review (2016) · cites this paper as Nassaji (2010)
The effectiveness of reactive and pre-emptive focus on form differs depending on learners' language proficiency and class level, with advanced level learners benefiting more from reactive focus on form than less advanced learners.
“Nassaji (2010) found that the effectiveness of reactive and pre-emptive focus on form also differed depending on learners' language proficiency and class level, with advanced level learners benefiting more from reactive focus on form than less advanced learners.”
From Focus on form: A critical review (2016) · cites this paper as Nassaji (2010)
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- Authors
- Nassaji, H.
- Corresponding author
- Nassaji, Hossein
- ORCID
- Nassaji, Hossein
- Venue
- The Canadian Modern Language Review
- Published
- 2010-12
- Volume
- 66
- Issue
- 6
- Pages
- 907-933
- ISSN
- 0008-4506 (ISSN-L)
- 1710-1131
- OpenAlex
- W2098617271
- Cited by
- 48
- References
- 60
- Citations by year
- 2026: 3 · 2025: 1 · 2023: 3 · 2022: 3 · 2021: 1 · 2020: 4 · 2019: 4 · 2018: 1 · 2017: 6 · 2016: 5 · 2015: 4 · 2014: 4 · 2013: 6 · 2012: 2
- FWCI
- 25.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Canadian Modern Language Review/ La Revue canadienne des langues vivantes (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- 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
- second language acquisition, ESL classroom, adult language learners, language proficiency, classroom interaction, form-focused instruction
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