1- Department of English Language Teaching, Farhangian University,Tehran, Iran , hrkarin@cfu.ac.ir
2- Language Academy, Universiti Teknologi Malaysia, UTM International Campus, Jalan Semarak, Kuala Lumpur, Malaysia
2- Language Academy, Universiti Teknologi Malaysia, UTM International Campus, Jalan Semarak, Kuala Lumpur, Malaysia
Abstract: (15 Views)
Objective: This study investigates how attention to linguistic form arises and is distributed across communicative English as a Foreign Language (EFL) classrooms in Iran, examining the typological properties, categorical features, and frequency patterns of Focus on Form Episodes (FFEs).
Methods: Audio recordings of eight lessons conducted across four classroom settings were analyzed. FFEs were identified and coded along multiple dimensions, including source (preemptive vs. reactive), initiation (teacher- vs. student-initiated), linguistic focus (syntax, morphology, phonology, dictation), and four additional episode characteristics.
Results: A total of 328 FFEs were documented. Analysis revealed systematic distributional patterns across the coded dimensions that differed notably from those reported in English as a Second Language (ESL) contexts.
Conclusions: These findings underscore the need for EFL-specific pedagogical frameworks that account for the distinct patterns of form-focused attention observed in structurally transitioning EFL environments. Implications for teacher training and classroom practice are discussed.
Methods: Audio recordings of eight lessons conducted across four classroom settings were analyzed. FFEs were identified and coded along multiple dimensions, including source (preemptive vs. reactive), initiation (teacher- vs. student-initiated), linguistic focus (syntax, morphology, phonology, dictation), and four additional episode characteristics.
Results: A total of 328 FFEs were documented. Analysis revealed systematic distributional patterns across the coded dimensions that differed notably from those reported in English as a Second Language (ESL) contexts.
Conclusions: These findings underscore the need for EFL-specific pedagogical frameworks that account for the distinct patterns of form-focused attention observed in structurally transitioning EFL environments. Implications for teacher training and classroom practice are discussed.
Keywords: Focus on Form, Focus on Form Episode, EFL, Form-Focused Instruction, Language Teaching, Iranian EFL
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