JASELE2010OSAKA_Pica_FORM_FOCUSING_TASKS_handout(28页).pdf

Form Focusing Tasks: Their Multiple Roles and Contributions to Classroom SLA. Teresa Pica, University of Pennsylvania, teresap@gse.upenn.edu Japan Society of English Language Education The purposes of this presentation: 1. Provide an historical overview of theory and research on the following constructs Foundational constructs: Newer constructs: Input, Output, Interaction, Negotiation Comprehension Attention: Incidental, Implicit, Explicit. 2. Describe the roles of these constructs in SLA processes and outcomes, and in the development and implementation of Form Focusing Tasks 3. Describe Form Focusing Tasks as Instructional Tools, Research Instruments, and Learning Activities 4. Outline procedures for Form Focusing Task development 5. Review supportive evidence. Introduction Input as a theoretical construct (Corder, 1967) L2 available for ‘intake” (linguistic forms and structures that can be processed by the learner) Comprehensible Input (Krashen 1975); Available through; Unmodified Passages, Texts Input at I + 1 level Pre-modified Passages, Texts Contextual Cues; Enhancements: Visual Highlighting, Vocal Emphases, Repetition, Attention Getting Devices Modified Interaction, / Negotiation of Meaning / Interaction Modified through The Negotiation Of Meaning (Long 1980; Va