Learner-Generated Attention to Form

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Abstract

Recent studies have suggested that the incorporation of some attention to form into meaning-centered instruction can lead to improved performance in processing input and increased accuracy in production. Most have examined attention to form delivered by instructors or instructional materials. This study examines the production of 8 classroom learners at 4 levels of proficiency to determine the extent to which learners can and do spontaneously attend to form in their interaction with other learners. Results suggest that the degree and type of learner-generated attention to form is related to proficiency level and the nature of the activity in which the learners are engaged. They also indicate that learners overwhelmingly choose to focus on lexical rather than grammatical issues.

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