Incidental focus on form and learning outcomes with young foreign language classroom learners

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This chapter addresses the issue of how unplanned focus on formis accomplished in an English as a foreign language (EFL) classroom and its effect on adolescents’ learning outcomes. The findings support previous research indicating that adolescents benefit from interaction in foreign language classrooms as well as claims that for adolescents, as with adults, focus on form is an effective means of raising awareness of lexical items. Findings also suggest that the relationship between noticing, uptake and longer-term learning requires more research with this population in order to better understand the processes.


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