Integrating focus on form in L2 content-enriched instruction lessons

Foreign Language Annals

Volumn 41, Issue 2, 2008, Pages 321-346

  Grim, Frédérique ^a  

^a Department of Ecosystem Science and Sustainability   (United States)

Author keywords

Content enriched instruction; Culture; Focus on form; Second language learning and teaching

Indexed keywords

EID: 46949089718     PISSN: 0015718X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1944-9720.2008.tb03295.x     Document Type: Article

References (60)

1. ACTFL Proficiency Guidelines-Speaking (1999). Yonkers, NY: American Council on the Teaching of Foreign Languages.
2. Ballman, T. (1997). Enhancing beginning language courses through content-enriched instruction. Foreign Language Annals, 30(2), 173-186.
3. Brinton, D., Snow, M., & Wesche, M. (1989). Content-based language instruction. Philadelphia: Newbury House.
4. rd ed. Englewood Cliffs, NJ: Prentice Hall.
5. th ed. White Plains, NY: Addison-Wesley Longman.
6. Byrnes, H., & Kord, S. (2002). Developing literacy and literary competence: Challenges for foreign language departments. In V. Scott & H. Tucker (Eds), SLA and the literature classroom: Fostering dialogues (pp. 35-73). Boston: Heinle & Heinle-Thomson Learning.
7. rd ed. London: Arnold.
8. Davison, C., & Williams, A. (2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream (pp. 51-70). New York: Longman/Pearson.
9. Davidson, E, & Lynch, B. (2002). Testcraft: A teacher's guide to writing and using language test specifications. New Haven, CT: Yale University Press.
10. Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge, UK: Cambridge University Press.
11. Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge, UK: Cambridge University Press.
12. Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51 (Supplement 1), 1-46.
13. Ellis, R., Basturkmen, H., & Loewen, L. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
14. Ellis, R., Basturkmen, H., & Loewen, L. (2002). Doing focus-on-form. System, 30, 419-432.
15. Eubank, L., Seliker, L., & Sharwood Smith, M. (1995). The current state of interlanguage: Introduction. In L. Eubank, L. Seliker, & M. Sharwood Smith (Eds.), The current state of interlanguage: Studies in honor of William E. Rutherford (pp. 1-10). Amsterdam: John Benjamins.
16. Frantzen, D. (2002). Rethinking foreign language literature: Towards an integration of literature and language at all levels. In V. Scott & H. Tucker (Eds), SLA and the literature classroom: Fostering dialogues (pp. 109-130). Boston: Heinle & Heinle-Thomson Learning.
17. Kowal, M., & Swain, M. (1997). From semantic to syntactic processing: How can we promote it in the immersion classroom? In M. Swain & R. Johnson (Eds.), Immersion education: International perspectives (pp. 284-309). Cambridge, UK: Cambridge University Press.
18. Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. De Mott, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
19. Long, M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge, UK: Cambridge University Press.
20. Magnan, S. (1986). Assessing speaking proficiency in the undergraduate curriculum: Data from French. Foreign Language Annals, 19, 429-437.
21. Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annals, 24(4), 281-295.
22. Mohan, B., & Beckett, G. (2003). A functional approach to research on content-based language learning: Recasts in casual explanations. Modern Language Journal, 87(3), 421-432.
23. Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50(4), 617-673.
24. Musumeci, D. (1993). Second language reading and content area instruction: The role of second language reading in the development of communicative and subject matter competence. In M. Krueger & F. Ryan (Eds.), Language and content: Discipline- and content-based approaches to language study (pp. 169-179). Lexington, MA: D.C. Heath & Company.
25. Nassaji, H. (1999). Towards form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. Canadian Modern Language Review, 55(3), 385-402.
26. Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
27. Omaggio, A. (1983). Methodology in transition: The new focus on proficiency. Modern Language Journal, 67(4), 330-341.
28. rd ed. Boston: Heinle & Heinle.
29. Pica, T. (2002). Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners? Modern Language Journal, 86(1), 1-19.
30. Redmann, J. (2005). An interactive reading journal from all levels of the foreign language curriculum. Foreign Language Annals, 38(4), 484-493.
31. Rhodes, N., Christian, D., & Barfield, S. (1997). Innovations in immersion: The Key School two-way model. In M. Swain & R. Johnson (Eds.), Immersion education: International perspectives (pp. 265-283). Cambridge, UK: Cambridge University Press.
32. Samuda, V. (2001). Guiding relationships between form and meaning during tasks performance: The role of the teacher. In M. Bygate, E Skehan, & M. Swain, Researching pedagogic tasks. Second language learning, teaching and testing (pp. 119-140). Harlow, UK: Longman.
33. Savignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia: Center for Curriculum Development.
34. Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley.
35. Savignon, S. (1991). Communicative language teaching: The state of the art. TESOL Quarterly, 25(2), 261-277.
36. nd ed. New York: McGraw-Hill.
37. Sharwood Smith, M. (1991). Speaking to many minds. Second Language Research, 7, 118-132.
38. Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15(2), 165-179.
39. Shook, D. (1996). Foreign language literature and the beginning learner-reader. Foreign Language Annais, 29(2), 201-216.
40. Shook, D. (1998). A touch of . . . class! Canadian Modern Language Review, 54(2), 286-290.
41. Short, D. (1999). Integrating language and content for effective sheltered instruction programs. In C. Faltis & P. Wolfe (Eds.), So much to say: Adolescents, bilingualism, and ESL in the secondary school (pp. 105-137). New York: Teachers College Press.
42. Snow, M., &r Brinton, D. (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Addison-Wesley Longman.
43. Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87.
44. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
45. Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6, 68-83.
46. Swain, M. (1991). French immersion and its offshoots: Getting two for one. In B. Freed (Ed.), Foreign language acquisition research and the classroom (pp. 91-103). Lexington, MA: Heath.
47. Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1), 158-164.
48. Swain, M. (1996). Integrating language and content in the immersion classrooms: Research perspectives. Canadian Modern Language Review, 52, 529-548.
49. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge, UK: Cambridge University Press.
50. Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44-63.
51. Swain, M., & Johnson, R. (1997). Immersion education: International perspectives. Cambridge, UK: Cambridge University Press.
52. Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274.
53. VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26(4), 435-450.
54. VanPatten, B. (1996). Input processing and grammar instruction. New York: Ablex Publishing.
55. VanPatten, B. (2003a) From input to output: A teacher's guide to second language acquisition. Boston: McGraw-Hill.
56. VanPatten, B. (2003b). Input processing in SLA. In B. VanPatten (Ed.), Processing instruction: Theory, research and commentary (pp. 5-31). Mahwah, NJ: Lawrence Erlbaum.
57. Wesche, M. (1993). Discipline-based approaches to language study. In M. Krueger & F. Ryan (Eds.), Language and content: Discipline- and content-based approaches to language study (pp. 57-82). Lexington, MA: Heath.
58. White, J. (1998). Getting the learners' attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 91-128). Cambridge, UK: Cambridge University Press.
59. Williams, J., & Evans, J. (1998). What kind of focus and on which forms? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139-155). Cambridge, UK: Cambridge University Press.
60. Wong, W. (2004). Input enhancement: From theory and research to the classroom. Boston: Mc-Graw-Hill.