Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction.

Fotos, Sandra S.

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Peer reviewed

ERIC Number: EJ479556

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0142-6001

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Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction.

Fotos, Sandra S.

Applied Linguistics, v14 n4 p385-407 Dec 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.) (Author/LB)

Descriptors: Cognitive Processes, College Students, Comparative Analysis, Discourse Analysis, English (Second Language), Foreign Countries, Grammar, Higher Education, Language Proficiency, Language Research, Learning Strategies, Problem Solving, Second Language Learning, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Japan

Grant or Contract Numbers: N/A

Author Affiliations: N/A