Learner-generated attention to form

Results of recent studies, some of which appear in this volume, suggest tha t the incorporation of some degree of focus on form (FonF) into meaning-cen tered instruction can lead to improved performance in processing input and increased accuracy in production. Long (1983) originally defined FonF as a brief turning of attention to some formal feature while the overriding focu s of the interaction remains on meaning. Ideally, this focus should arise i ncidentally, in response to some problem in comprehension or production. Th e incidental nature of the interaction would be more likely to result in fo cus on a form to which the learner is attending and is ready to notice. However, to ascertain the effect of such a focus in an experimental setting , it becomes necessary to manipulate the situation somewhat, in particular, to predetermine the formal focus and to ensure that it will occur. As a re sult, in most studies the focus is provided by the researcher and delivered intentionally and usually extensively, through the teacher or special mate rials. Thus, the focus no longer arises incidentally, potentially vitiating the effectiveness of the intervention. This study differs from previous studies in two ways. First, it is set in i ntact classrooms, so all episodes involving focus on form arise incidentall y. Second, it examines only such episodes as are initiated by learners. The justification for this is an extension of the argument for incidental FonF . If the effectiveness of FonF is ultimately determined by learner need, th en it is essential to examine the episodes in which the learners themselves choose to focus on formal aspects of language. The study addresses the following research questions: Do learners initiate attention to form, as requests for assistance, feedback on error, modeling, or fine tuning, that is, repetitions, recasts, and requests for clarificat ion? If so, on what kinds of forms do they choose to focus? The results sug gest that learners can and do attend to form, though relatively infrequentl y. The most frequent way that they do this is to request assistance from th eir teachers. Learner-generated attention to form increases considerably wi th rising proficiency and during specific activities. In general, the likel ihood of learner-generated attention to form seems to be linked to learners ' perception of the goals of the activity. In addition, as learners' profic iency increases, they are less likely to rely on their teachers for help. F inally, episodes that involve learner-generated attention to form revolve l argely around lexis. More than anything else, learners want to know about w ords.