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

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

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The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. / Mackey, Alison; Polio, Charlene; McDonough, Kim.
In: Language Teaching Research, Vol. 8, No. 3, 07.2004, p. 301-327.

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

Harvard

Mackey, A, Polio, C & McDonough, K 2004, 'The relationship between experience, education, and teachers' use of incidental focus-on-form techniques', Language Teaching Research, vol. 8, no. 3, pp. 301-327. https://doi.org/10.1191/1362168804lr147oa

APA

Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301-327. https://doi.org/10.1191/1362168804lr147oa

Vancouver

Mackey A, Polio C, McDonough K. The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. Language Teaching Research. 2004 Jul;8(3):301-327. doi: 10.1191/1362168804lr147oa

Author

Mackey, Alison ; Polio, Charlene ; McDonough, Kim. / The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. In: Language Teaching Research. 2004 ; Vol. 8, No. 3. pp. 301-327.

Bibtex

@article{3bd38f044baa4745b69431ac13b512ae,
title = "The relationship between experience, education, and teachers' use of incidental focus-on-form techniques",
abstract = "This paper reports the findings of an empirical study that explored whether ESL teachers{\textquoteright} 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{\textquoteright} 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.",
author = "Alison Mackey and Charlene Polio and Kim McDonough",
year = "2004",
month = jul,
doi = "10.1191/1362168804lr147oa",
language = "English",
volume = "8",
pages = "301--327",
journal = "Language Teaching Research",
issn = "1477-0954",
publisher = "SAGE Publications Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - The relationship between experience, education, and teachers' use of incidental focus-on-form techniques

AU - Mackey, Alison

AU - Polio, Charlene

AU - McDonough, Kim

PY - 2004/7

Y1 - 2004/7

N2 - 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.

AB - 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.

U2 - 10.1191/1362168804lr147oa

DO - 10.1191/1362168804lr147oa

M3 - Journal article

VL - 8

SP - 301

EP - 327

JO - Language Teaching Research

JF - Language Teaching Research

SN - 1477-0954

IS - 3

ER -