Preemptive Focus on Form in Linguistic Features of Aviation English Classes: Uptakes Following Teacher-initiated Vs. Learner-initiated Focus on Form Episodes

Abstract

As a response to the shortcomings of communicative language teaching (CLT), the arena for focus on form (FonF) instruction has been established. The present study aimed to investigate the rate of uptake following learner-initiated and teacher-initiated preemptive focus on form in an aviation English class. To this end, 20 sessions, 90 min each, of an aviation English class in Iran were observed and audio-recorded. In addition, another elicitation tool called uptake sheet was employed to gauge the effectiveness of preemptive focus on form. In so doing, the uptake moves following all instances of teacher-and learner-initiated preemptive Focus on Form Episodes (FFES) were counted. The audio recorded data were then checked against the data from the uptake sheets. The findings revealed that uptake moves took place more frequently after teacher-initiated preemptive FFES. FonF has not been investigated in aviation English; therefore, the implication is that in aviation English classes, ESP teachers should try to be well aware of FonF episodes as their initiation leads to more uptake. It can be concluded that teachers should be aware of ESP development through FonF in teaching ESP. This includes allocating enough lesson time for FonF in ESP classes, use of different FonF strategies to facilitate mastering ESP, and acknowledging the fact that learners can play an important role in facilitating their own language development when provided with opportunities to take greater control.