ABSTRACT |
The present study aims to contribute to the growing body of descriptive
research investigating Focus on Form (FonF), defined as the incidental
attention that teachers and students pay to linguistic elements in
lessons whose principal focus is on meaning or communication (Long,
1991). To this end, we have analysed transcripts from a communicative
EFL classroom in order to find out how attention to form is achieved.
Our findings match the former definition in that both students and
teacher incidentally focus on form while they are engaged in a
conversation, and they do so in a reactive and pre-emptive way. Results
of our study show that communicative language classrooms may be useful
for both, enhancing oral skills and also language issues.
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