Abstract:
This descriptive study documented the form-focused instruction interventions used by three ESL teachers in three high schools in Auckland taking a macroscopic perspective rather than the microscopic approach which has tended to inform research to date. Fourteen hours of teacher-led classroom discourse were recorded and coded according to Simard and Jean’s (2011) Intervention-on-Form(s)- Observation Scheme. Results showed a high incidence of attention to form with some remarkable similarities to Simard and Jean’s study conducted in similar instructional contexts in Canada. Corrective feedback was, for example, the most frequently occurring intervention in each data set, followed by explanation.