Proactive and Reactive Focus on Form and Gestures in EFL Classrooms in Japan

Autor/in	Kamiya, Nobuhiro
Titel	Proactive and Reactive Focus on Form and Gestures in EFL Classrooms in Japan
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 40 (2012) 3, S.386-397 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2012.09.005
Schlagwörter	Second Language Learning; Second Language Instruction; Form Classes (Languages); Native Speakers; English (Second Language); Foreign Countries; High Schools; Video Technology; Grammar; Nonverbal Communication; Correlation; Language Teachers; Error Patterns; Error Correction; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; Oberschule; Grammatik; Non-verbal communication; Nonverbale Kommunikation; Korrelation; Language teacher; Sprachunterricht; Fehlertyp; Korrektur
Abstract	The present study was conducted to investigate the relationship between proactive and reactive Focus on Form (FonF) and gestures. Two English classes in a public high school in Japan taught by a native speaker of English were observed and videotaped for 96 min and analyzed. Overall, 64 proactive FonF and 43 reactive FonF were provided. Among them, 36% of the proactive FonF and 14% of the reactive FonF were accompanied by gestures. The target feature of proactive FonF was exclusively lexicon whereas those for reactive FonF varied. For reactive FonF, gestures were used the most for grammatical errors and the least for pronunciation errors. In addition, explicit correction was the most likely to be provided with gestures whereas elicitation was the least. Overall, deictic was the most common gesture for both proactive and reactive FonF. Furthermore, it was found that a deictic gesture was often essential in the sense that it was used to supplement the meaning of the demonstrative pronoun, "this," in proactive FonF. In contrast, when reactive FonF or proactive FonF without the demonstrative pronoun was provided, gestures tended not to carry any crucial meaning related to FonF by which they were accompanied, rendering the gestures subsidiary. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10