The Relationship between Experience, Education and Teachers' Use of Incidental Focus-on-Form Techniques

Autor/inn/en	Mackey, Alison; Polio, Charlene; McDonough, Kim
Titel	The Relationship between Experience, Education and Teachers' Use of Incidental Focus-on-Form Techniques
Quelle	In: Language Teaching Research, 8 (2004) 3, S.301-327 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1191/1362168804lr147oa
Schlagwörter	Followup Studies; English (Second Language); Second Language Instruction; Second Language Learning; Grammar; Teaching Methods; Language Teachers; Teaching Experience; Workshops; Teacher Education + Suchen Sie Ihr Suchwort? Follow-up studies; Kontaktstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lernwerkstatt; Schulung; Lehrerausbildung; Lehrerbildung
Abstract	This paper reports the findings of an empirical study that explored whether ESL teachers' use of incidental focus-on-form techniques was influenced by their level of experience. The results showed that experienced ESL teachers used more incidental focus-on-form techniques than inexperienced teachers. A follow-up study investigated whether inexperienced ESL teachers' awareness and use of incidental focus-on-form techniques could be influenced by education, specifically, their participation in a teacher education workshop. Overall, the studies demonstrate the importance of taking experience and education into account in research on teacher-initiated incidental focus on form. (Contains 7 notes, 5 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10