The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation

Abstract

Previous studies on incidental focus on form (FonF) have mostly focused on its overall effectiveness. This study is an attempt to further examine the effectiveness of incidental FonF with regard to different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours of a free discussion English as a foreign language (EFL) class with 12 upper-intermediate learners were observed, and instances of focus on form episodes (FFEs) were identified. Uptake sheets were also used to identify the learners’ noticing of FFEs and their novelty to them. To measure the effects of incidental FonF on learning different linguistic categories, individualized immediate and delayed post-tests were designed based on learners’ on-the-spot written reports of noticing of novel linguistic forms addressed by FFEs. The results indicated that incidental FonF was almost equally effective in developing learners’ knowledge of different linguistic forms. The findings also revealed that incidental FonF was effective in fostering learners’ knowledge of different linguistic forms at both explicit/implicit and receptive/productive levels.