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• W154513385 abstract "LOOKING BACK AT THE FIELD of foreign language instruction over the past 30 years, at least three broad trends can be identified. One trend may be characterized by an emphasis on grammatical accuracy, on getting learners to produce correct and error-free second language speech. Particularly in the early and pre-1970s, this view was often manifested in the classroom via generous amounts of pattern drills, error correction and, in some cases, explicit discussion of the rules and irregularities of the second language vis-a-vis the first language (e.g., James, Lado, Mackey). second trend predicates that a second language is best learned when learners' attention is focused on meaning rather than on form. On the one hand, this view was motivated by the realization that memorizing speech samples and knowledge of grammatical rules did not allow learners to function in the second language in any communicative way (Savignon). On the other hand, this trend finds support in the view that language acquisition involves primarily unconscious processes (e.g., Krashen; Krashen and Terrell), and therefore, grammar instruction and explicit focus on language are unnecessary and not useful. finding that not all features of a second language can be learned when learners' attention is focused exclusively on meaning (e.g., Harley, Instructional; Harley and Swain; Lightbown and Spada; Swain, Communicative and Three Functions) has in part led to a third, middle-of-theroad view: a focus on meaning needs to be coupled with judicious amounts of focus on form. Furthermore, the position that there could be an interface between implicit and explicit knowledge (e.g., Bialystok, Representation, The Role, and A Theoretical; Ellis) and that attention to second-language input is necessary for second-language learning (e.g., Robinson; Schmidt, Awareness and The Role; Sharwood Smith Input and Speaking; Simard and Wong; Tomlin and Villa) has led researchers to reevaluate the role of grammar instruction. During this last decade, numerous articles have demonstrated that incorporating some kind of focus on form instruction in meaning-based approaches is at least beneficial for learning certainfeatures of a second language (e.g., volume by Doughty and Williams; Harley, The Role; Lightbown and Spada;" @default.
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• W154513385 date "2002-01-01" @default.
• W154513385 modified "2023-09-26" @default.
• W154513385 title "Linking Form and Meaning: Processing Instruction" @default.
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