Focus on form as a joint accomplishment: An attempt to bridge the gap between focus on form research and conversation analytic research on SLA

Lauzon, Virginie Fasel; Doehler, Simona Pekarek

doi:10.1515/iral-2013-0014

Cited by 20 publications

(12 citation statements)

References 31 publications

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“…Within the theoretical and methodological framework of Conversation Analysis (CA), attention work in general, and noticing in particular, are considered as socially distributed, interactional accomplishments that are implemented verbally and body‐behaviorally (Schegloff, ) through observable actions. This study is thus in line with and extends CA/SLA research on focus on form, corrective feedback, interactional noticing, and word searches (Eskildsen, , , this issue); Fazel Lauzon & Pekarek Doehler, ; Greer, , 2018; Jacknick & Thornbury, ; Kasper & Burch, ; Kääntä, ; Theodórsdóttir, , this issue). Specifically, it responds to Kasper and Burch's () call to examine students’ agency in selecting attention foci and potential learning objects, while re‐specifying focus on form in praxeological, emic terms (see also Fazel Lauzon & Pekarek Doehler, ) through a detailed analysis of the embodied, material resources employed in the unfolding of student–student interactions.…”

supporting

confidence: 84%

“…The line of CA research that is of most interest here is concerned with how interactants achieve a joint focus of attention as they orient to doing language learning. Specifically, two studies (Fazel Lauzon & Pekarek Doehler, ; Kasper & Burch, ) worked toward a praxeological respecification of focus on form (see Doughty & Williams, ), while other studies (Eskildsen, , , this issue; Greer, , 2018; Jacknick & Thornbury, ; Kääntä, ; Theodórsdóttir, , this issue) explored the resources through which participants accomplish interactional noticing. What all these studies share is the attempt to describe attention and noticing as joint processes that are interactionally organized in the contingent unfolding of multimodal talk‐in‐interaction as participants are engaged in or temporarily orient to language learning activities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language

Kunitz

2018

The Modern Language Journal

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In cognitivist Second Language Acquisition (SLA), attention and noticing are described as psycholinguistic processes that (may) have a role in language learning. The operationalization of such constructs, however, poses methodological challenges, since neither online nor off-line measures are coextensive with these cognitive processes that occur in the individual mind-brain. In contrast with such a perspective, the present conversation-analytic study re-specifies attention in social terms, as a nexus of publicly displayed actions that are jointly achieved by college level students of Italian as a foreign language as they engage in collaborative writing while planning for a group presentation to be performed in the second language (L2). More specifically, the article describes gender-focusing sequences that are initiated by attention-mobilizing turns with which a student directs her coparticipants' attention to an oral or written item that is oriented to as possibly inaccurate in terms of gender assignment. The study shows the agentive role of students in identifying learnables and solving language-related issues and provides an example of how participants do learning as a socially situated and collaborative activity by enacting immanent pedagogies (Lindwall & Lymer, 2005).

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supporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language

Kunitz

2018

The Modern Language Journal

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“…This is a different analysis from that found in the corrective feedback literature where researchers use the etic perspective and do not see correction practices as socially negotiated. They may view the reaction from the learner as important to the issue of whether an explanation is beneficial to acquisition, but in a CA perspective this reaction and also the role of the learner in the initiation of correction activities, as pointed out in Fasel Lauzon & Pekarek Doehler (), is fundamental to the categorization and recognition of the practice as such; the sine qua non of correction practices.…”

Section: Resultsmentioning

confidence: 99%

“…It is, however, an even more important insight in light of previous research showing that the majority of instances of corrective feedback practices in L2 classrooms are recasts (Lyster, ; Lyster & Ranta, 1997; Panova & Lyster, ) because these are functionally ambiguous; L2 learners often have a range of interpretational options when a teacher provides a recast. Viewing the correction practice as a collaborative enterprise, driven by the needs of the L2 speaker, instead of merely a teaching device can inform teachers’ and learners’ understanding of successful L2 learning/teaching practices in which both parties orient to the item(s) in question and the negotiation work runs off as a joint attentional focus (Fasel Lauzon & Pekarek Doehler, ).…”

Section: Resultsmentioning

confidence: 99%

L2 Teaching in the Wild: A Closer Look at Correction and Explanation Practices in Everyday L2 Interaction

Theodorsdottir

2018

The Modern Language Journal

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This article argues for a reconceptualization of the concept of 'corrective feedback' for the investigation of correction practices in everyday second language (L2) interaction ('in the wild'). Expanding the dataset for L2 research as suggested by Firth and Wagner (1997) to include interactions from the wild has consequences for the traditional concept of corrective feedback, which comes from classroom dyads of native speakers and nonnative speakers and focuses on a native speaker's correction of a linguistic error in an L2 speaker's turn. Correction practices in the wild, however, are co-constructed and predominantly initiated by the L2 learner herself. The study also shows that explanation practices are initiated by the L2 speaker or otherwise occasioned and that they emerge following a lack of understanding on the part of the L2 speaker during a correction episode. The data reveal no examples of L2 teaching in the wild as correction or explanation practices that are not occasioned, that is, they do not come 'out of the blue.' I will argue that L2 teaching practitioners might benefit from more awareness of the circumstances that occasion and sustain correction and explanation practices.Keywords: CA-SLA; repair; corrective feedback; L2 teaching in the wild; L2 learning in the wild THE NOTION OF CORRECTION HAS BEEN studied in detail in second language acquisition (SLA) research as a feedback practice, that is, a practice in which second language (L2) speakers receive feedback on their output by first language (L1) speakers in interactional dyads. These dyads are often referred to as native speaker-nonnative speaker (NS-NNS) talk and staged primarily as information gap tasks for research purposes, or they consist of teacher-student interactions. The focus in this research has been on instances of erroneous language use by an L2 learner and the subsequent reaction of the L1 speaker or the language expert in such dyads. In particular, this reaction to the erroneous turn by the L1 speaker has been targeted as this is where the feedback is located. Designed to provide the L2 learner with feedback on the correctness of her output, this

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“…That is, they engage in spelling as a publicly displayed and collaborative activity (Macbeth, ), emerging unit by unit, on a moment‐by‐moment basis. Moreover, by visibly engaging in solving a spelling problem, the participants observably do focus on form (Fasel Lauzon & Pekarek Doehler, ; Kasper & Burch, ).…”

Section: Discussionmentioning

confidence: 99%

Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work

Kunitz

Marian

2017

TESOL Quarterly

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In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014;Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants' practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.

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Focus on form as a joint accomplishment: An attempt to bridge the gap between focus on form research and conversation analytic research on SLA

Abstract: Several debates have recently addressed complementarities and/or (in)

Cited by 20 publications

References 31 publications

Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language

Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language

L2 Teaching in the Wild: A Closer Look at Correction and Explanation Practices in Everyday L2 Interaction

Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work

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