Abstract

Recent Focus on Form studies have emphasized the importance of learner – rather than teacher – generated attention to formal aspects of interlanguage. In this study, we took advantage of EFL learners' analytical grammar knowledge and designed a post-task approach to foster learners' self-initiated attention. Student dyads transcribed their dialogues cooperatively and then individually reflected on various aspects of their oral production. Learners were found to be able to pay close attention to their mistakes according to their individual learning needs and proficiency levels. Results suggested that, with minimal instructor time, this approach is effective in raising student awareness. The significance of Focus on Form for students in different learning contexts is also discussed.