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Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction.
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Fotos, Sandra S. – Applied Linguistics, 1993
Research is presented that investigates the amount of learner noticing produced by two types of grammar consciousness-raising treatments: teacher-fronted grammar lessons and interactive, grammar problem-solving tasks. Results indicate that task performance is as effective as formal instruction in promoting noticing. (Contains 33 references.)…
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Discourse Analysis