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ERIC Number: EJ626533
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0023-8333
Learner-Generated Attention to Form.
Williams, Jessica
Language Learning, v51 p303-46 spec iss 2001
Examines whether learners initiate attention to form, as requests for assistance, feedback on error, modeling, or repetitions, recasts, and requests for clarification. Results suggest that learners can and do attend to form, though relatively infrequently. The most frequent way they they do this is to request assistance from their teachers. Learner-generated attention to form increases considerably with rising proficiency and during specific activities. (Author/VWL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A