چکیده:
As a response to the shortcomings of communicative language teaching (CLT), the arena for focus on form (FonF) instruction has been established. The present study aimed to investigate the rate of uptake following learner-initiated and teacher-initiated preemptive focus on form in an aviation English class. To this end, 20 sessions, 90 min each, of an aviation English class in Iran were observed and audio-recorded. In addition, another elicitation tool called uptake sheet was employed to gauge the effectiveness of preemptive focus on form. In so doing, the uptake moves following all instances of teacher-and learner-initiated preemptive Focus on Form Episodes (FFES) were counted. The audio recorded data were then checked against the data from the uptake sheets. The findings revealed that uptake moves took place more frequently after teacher-initiated preemptive FFES. FonF has not been investigated in aviation English; therefore, the implication is that in aviation English classes, ESP teachers should try to be well aware of FonF episodes as their initiation leads to more uptake. It can be concluded that teachers should be aware of ESP development through FonF in teaching ESP. This includes allocating enough lesson time for FonF in ESP classes, use of different FonF strategies to facilitate mastering ESP, and acknowledging the fact that learners can play an important role in facilitating their own language development when provided with opportunities to take greater control.
خلاصه ماشینی:
Preemptive Focus on Form in Linguistic Features of Aviation English Classes: Uptakes Following Teacher-initiated Vs. Learner-initiated Focus on Form Episodes 1Mehdi Ghaedrahmat 2Zhila Mohammadnia*IJEAP- 1901-1345 3Javad Gholami Abstract As a response to the shortcomings of communicative language teaching (CLT), the arena for focus on form (FonF) instruction has been established.
The present study aimed to investigate the rate of uptake following learner-initiated and teacher-initiated preemptive focus on form in an aviation English class.
In so doing, the uptake moves following all instances of teacher-and learner-initiated preemptive Focus on Form Episodes (FFES) were counted.
Focus on from instruction has been defined by Long and Robinson (1998) as follows: "During a meaning-focused classroom lesson, focus on form often consists of an occasional shift of attention to linguistic code features – by the teacher and/or one or more of the students – triggered by perceived problems with comprehension or production" (p.
In addition, the focus was on oral uptake moves following learner-initiated and teacher-initiated preemptive FFEs in Aviation English classes.
Gholami and Bassirian (2011) investigated learner- and teacher-initiated focus on form episodes (FFEs), as well as the following rate of uptake moves.
The frequency and the percentage of both oral uptake moves and sheet- based uptake moves following learner-and teacher-initiated preemptive FonF in the observed aviation English class is presented in Table 1.
As a first study of its kind in accounting for preemptive focus on form practices in aviation English ESP context, the present research examined the rate of uptake after teacher-initiated and learner-initiated FonF.