{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125934"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125934","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learner-generated focus on lexical form during task-based interaction","abstract":"Researchers have argued that focus on form in the context of meaningful communication may facilitate second language (L2) learning (Long, 1991; Long & Robinson, 1998). Empirical studies have found that focus on form through implicit negative feedback has a favorable effect on learners' L2 development (Doughty & Varela, 1998; Mackey & Philp, 1998). Additional studies have focused on the benefits of focus on form through collaborative output tasks (Storch, 1998; Swain, 1998; Swain & Lapkin, 2001). The present study investigated the focus on form episodes that occurred when learners participated in task-based interaction and explored whether learners retained the lexical items targeted during their interaction. Twelve intermediate-level ESL students carried out a role-play task during their regularly-scheduled oral communication class. Their interaction was analyzed for evidence of Language Related Episodes (LREs), and tailor-made post tests that targeted the linguistic forms that arose during the time the LREs were created. The learners completed the tailor-made post-test one week following the role play task, and were interviewed about their perceptions about peer collaboration. The results indicated that the learners' LREs involved content words that were relevant to communicative contexts presented in the role-plays. Their LREs involved nouns, verbs, adjectives, and some multi-word lexical items such as collocations and lexicalized units. The learners remembered the lexical information targeted in the LRES, but there was some individual variation, and they perceived the task and peer collaboration as helpful for L2 learning. Implications for SLA theory and L2 pedagogy will be discussed.","abstract_html":"Researchers have argued that focus on form in the context of meaningful communication may facilitate second language (L2) learning (Long, 1991; Long & Robinson, 1998). Empirical studies have found that focus on form through implicit negative feedback has a favorable effect on learners' L2 development (Doughty & Varela, 1998; Mackey & Philp, 1998). Additional studies have focused on the benefits of focus on form through collaborative output tasks (Storch, 1998; Swain, 1998; Swain & Lapkin, 2001). The present study investigated the focus on form episodes that occurred when learners participated in task-based interaction and explored whether learners retained the lexical items targeted during their interaction. Twelve intermediate-level ESL students carried out a role-play task during their regularly-scheduled oral communication class. Their interaction was analyzed for evidence of Language Related Episodes (LREs), and tailor-made post tests that targeted the linguistic forms that arose during the time the LREs were created. The learners completed the tailor-made post-test one week following the role play task, and were interviewed about their perceptions about peer collaboration. The results indicated that the learners' LREs involved content words that were relevant to communicative contexts presented in the role-plays. Their LREs involved nouns, verbs, adjectives, and some multi-word lexical items such as collocations and lexicalized units. The learners remembered the lexical information targeted in the LRES, but there was some individual variation, and they perceived the task and peer collaboration as helpful for L2 learning. Implications for SLA theory and L2 pedagogy will be discussed.","abstract_has_math":false,"creators":["Cho, Young Woo"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["McDonough, Kim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004","date_published":"2004","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Ask-based interaction","Language Related Episodes (LREs)","Lexical items in second language (L2) learning"],"languages":["eng"],"rights":["Copyright owned by the author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125934","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McDonough, Kim"]},{"key":"dc:creator","label":"Author","values":["Cho, Young Woo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Ask-based interaction","Language Related Episodes (LREs)","Lexical items in second language (L2) learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright owned by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125934"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Researchers have argued that focus on form in the context of meaningful communication may facilitate second language (L2) learning (Long, 1991; Long & Robinson, 1998). Empirical studies have found that focus on form through implicit negative feedback has a favorable effect on learners' L2 development (Doughty & Varela, 1998; Mackey & Philp, 1998). Additional studies have focused on the benefits of focus on form through collaborative output tasks (Storch, 1998; Swain, 1998; Swain & Lapkin, 2001). The present study investigated the focus on form episodes that occurred when learners participated in task-based interaction and explored whether learners retained the lexical items targeted during their interaction. Twelve intermediate-level ESL students carried out a role-play task during their regularly-scheduled oral communication class. Their interaction was analyzed for evidence of Language Related Episodes (LREs), and tailor-made post tests that targeted the linguistic forms that arose during the time the LREs were created. The learners completed the tailor-made post-test one week following the role play task, and were interviewed about their perceptions about peer collaboration. The results indicated that the learners' LREs involved content words that were relevant to communicative contexts presented in the role-plays. Their LREs involved nouns, verbs, adjectives, and some multi-word lexical items such as collocations and lexicalized units. The learners remembered the lexical information targeted in the LRES, but there was some individual variation, and they perceived the task and peer collaboration as helpful for L2 learning. Implications for SLA theory and L2 pedagogy will be discussed."]},{"key":"dc:title","label":"Title","values":["Learner-generated focus on lexical form during task-based interaction"]}]}],"canonical_facts":{"dc:contributor":["McDonough, Kim"],"dc:creator":["Cho, Young Woo"],"dc:date":["2004"],"dc:description":["Researchers have argued that focus on form in the context of meaningful communication may facilitate second language (L2) learning (Long, 1991; Long & Robinson, 1998). Empirical studies have found that focus on form through implicit negative feedback has a favorable effect on learners' L2 development (Doughty & Varela, 1998; Mackey & Philp, 1998). Additional studies have focused on the benefits of focus on form through collaborative output tasks (Storch, 1998; Swain, 1998; Swain & Lapkin, 2001). The present study investigated the focus on form episodes that occurred when learners participated in task-based interaction and explored whether learners retained the lexical items targeted during their interaction. Twelve intermediate-level ESL students carried out a role-play task during their regularly-scheduled oral communication class. Their interaction was analyzed for evidence of Language Related Episodes (LREs), and tailor-made post tests that targeted the linguistic forms that arose during the time the LREs were created. The learners completed the tailor-made post-test one week following the role play task, and were interviewed about their perceptions about peer collaboration. The results indicated that the learners' LREs involved content words that were relevant to communicative contexts presented in the role-plays. Their LREs involved nouns, verbs, adjectives, and some multi-word lexical items such as collocations and lexicalized units. The learners remembered the lexical information targeted in the LRES, but there was some individual variation, and they perceived the task and peer collaboration as helpful for L2 learning. Implications for SLA theory and L2 pedagogy will be discussed."],"dc:identifier":["https://hdl.handle.net/2142/125934"],"dc:language":["eng"],"dc:rights":["Copyright owned by the author."],"dc:subject":["Teaching English as Second Language","Ask-based interaction","Language Related Episodes (LREs)","Lexical items in second language (L2) learning"],"dc:title":["Learner-generated focus on lexical form during task-based interaction"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}