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Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2012
<mark>Journal</mark>The Language Learning Journal
Issue number1
Volume43
Number of pages17
Pages (from-to)57-73
Publication statusPublished
Original languageEnglish

Abstract

considerable number of studies on focus-on-form instruction, corrective
feedback and uptake have been carried out in the field of second language
acquisition (SLA) research over the last two decades. These studies have
investigated the above-mentioned concepts from different perspectives, in a
number of different contexts and in a number of different ways. This paper
systematically reviews recent research on focus-on-form instruction, corrective
feedback and uptake, attempts to systematise what is known about these issues
and reveals gaps which have not yet been addressed by research.