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The relationship between experience, education, and teachers' use of incidental focus-on-form techniques

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<mark>Journal publication date</mark>07/2004
<mark>Journal</mark>Language Teaching Research
Issue number3
Volume8
Number of pages27
Pages (from-to)301-327
Publication statusPublished
Original languageEnglish

Abstract

This paper reports the findings of an empirical study that explored whether ESL teachers’ use of incidental focus-on-form techniques was influenced by their level of experience. The results showed that experienced ESL teachers used more incidental focus-on-form techniques than inexperienced teachers. A follow-up study investigated whether inexperienced ESL teachers’ awareness and use of incidental focus-on-form techniques could be influenced by education, specifically, their participation in a teacher education workshop. Overall, the studies demonstrate the importance of taking experience and education into account in research on teacher-initiated incidental focus on form.