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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

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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. / Afitska, Oksana.
In: The Language Learning Journal, Vol. 43, No. 1, 2012, p. 57-73.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Afitska, O 2012, 'Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research', The Language Learning Journal, vol. 43, no. 1, pp. 57-73. https://doi.org/10.1080/09571736.2012.701320

APA

Afitska, O. (2012). Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research. The Language Learning Journal, 43(1), 57-73. https://doi.org/10.1080/09571736.2012.701320

Vancouver

Afitska O. Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research. The Language Learning Journal. 2012;43(1):57-73. doi: 10.1080/09571736.2012.701320

Author

Afitska, Oksana. / Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms : some insights from recent second language acquisition research. In: The Language Learning Journal. 2012 ; Vol. 43, No. 1. pp. 57-73.

Bibtex

@article{7ccb90381e2b494db9ba8e3a0bc82cf7,
title = "Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research",
abstract = "considerable number of studies on focus-on-form instruction, correctivefeedback and uptake have been carried out in the field of second languageacquisition (SLA) research over the last two decades. These studies haveinvestigated the above-mentioned concepts from different perspectives, in anumber of different contexts and in a number of different ways. This papersystematically reviews recent research on focus-on-form instruction, correctivefeedback and uptake, attempts to systematise what is known about these issuesand reveals gaps which have not yet been addressed by research.",
author = "Oksana Afitska",
year = "2012",
doi = "10.1080/09571736.2012.701320",
language = "English",
volume = "43",
pages = "57--73",
journal = "The Language Learning Journal",
number = "1",

}

RIS

TY - JOUR

T1 - Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms

T2 - some insights from recent second language acquisition research

AU - Afitska, Oksana

PY - 2012

Y1 - 2012

N2 - considerable number of studies on focus-on-form instruction, correctivefeedback and uptake have been carried out in the field of second languageacquisition (SLA) research over the last two decades. These studies haveinvestigated the above-mentioned concepts from different perspectives, in anumber of different contexts and in a number of different ways. This papersystematically reviews recent research on focus-on-form instruction, correctivefeedback and uptake, attempts to systematise what is known about these issuesand reveals gaps which have not yet been addressed by research.

AB - considerable number of studies on focus-on-form instruction, correctivefeedback and uptake have been carried out in the field of second languageacquisition (SLA) research over the last two decades. These studies haveinvestigated the above-mentioned concepts from different perspectives, in anumber of different contexts and in a number of different ways. This papersystematically reviews recent research on focus-on-form instruction, correctivefeedback and uptake, attempts to systematise what is known about these issuesand reveals gaps which have not yet been addressed by research.

U2 - 10.1080/09571736.2012.701320

DO - 10.1080/09571736.2012.701320

M3 - Journal article

VL - 43

SP - 57

EP - 73

JO - The Language Learning Journal

JF - The Language Learning Journal

IS - 1

ER -