Skip Navigation

Applied Linguistics 2004 25(2):243-272; doi:10.1093/applin/25.2.243
© 2004 by Oxford University Press
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (5)
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Basturkmen, H.
Right arrow Articles by Ellis, R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Teachers' Stated Beliefs about Incidental Focus on Form and their Classroom Practices

Helen Basturkmen, Shawn Loewen and Rod Ellis

The University of Auckland

This article reports a case study investigating the relationship between three teachers' stated beliefs about and practices of focus on form in intermediate level ESL communicative lessons. Focus on form was defined and studied in terms of incidental time-outs taken by students and teachers to deal with issues of linguistic form during communicative lessons. The teachers' statements of belief about focus on form were compared to their management of focus on form during lessons in which all the teachers used the same communicative task. Results showed some inconsistencies in the teachers' stated beliefs, in particular in relation to when it is legitimate to take time out from a communicative activity to focus on issues of form, and preferred error correction technique. While some statistically significant differences in the teachers' practices were reflected in differences in their stated beliefs, others were not. These results indicated a somewhat tenuous relationship between the teachers' practices and stated beliefs regarding focus on form. It is argued that future investigations of teachers' beliefs, especially of unplanned elements of teaching such as focus on form, need to be based on both stated beliefs and observed behaviours.

Accepted January 2003.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Language Teaching ResearchHome page
J. Shak and S. Gardner
Young learner perspectives on four focus-on-form tasks
Language Teaching Research, July 1, 2008; 12(3): 387 - 408.
[Abstract] [PDF]

Home page
 ELT JHome page
I. Lee
Ten mismatches between teachers' beliefs and written feedback practice
ELT J, March 7, 2008; (2008) ccn010v1.
[Abstract] [Full Text] [PDF]

Home page
 Language Teaching ResearchHome page
M. M. Chavez
The orientation of learner language use in peer work: teacher role, learner role and individual identity
Language Teaching Research, April 1, 2007; 11(2): 161 - 188.
[Abstract] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.