Abstract While reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications.

中文翻译：

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在英语教学中实现对形式的抢先关注

摘要尽管文献中已经广泛讨论了对形式的反应性关注（FonF），但先发制人的FonF并未引起应有的关注。为了弥补英语教学（ELT）情况中的部分空白，本研究旨在研究在两名男性和两名女性英语教师班级中，人们对形式情节（FFE）的抢先关注。此外，它的目的是探索由学生发起和由教师发起的FFE的频率，以及四个班级的吸收和不吸收动作。为了解决这些问题，在从四级录像中获得的6小时教学中，确定了所有抢占式FFE案例。结果证实，抢先的FonF确实在以意思为重点的交流过程中发生，男女教师几乎同等地使用它们来处理语言上的困难。研究结果进一步表明，由学生发起和由教师发起的FFE在四个班级中几乎相同。关于动作的类型，没有记录到摄取动作在男老师的班级中更频繁地发生，并且在所有班级的学生发起的情节中更频繁地发生。结果可以提高ELT教师在以意义为重点的交流中采用抢占式FonF的好处的意识。在所有班级中，没有记录到摄取运动在男教师班中更频繁地发生，并且在学生发起的发作中更频繁地发生。结果可以提高ELT教师在以意义为重点的交流中采用抢占式FonF的好处的意识。在所有班级中，没有记录到摄取运动在男教师班中更频繁地发生，并且在学生发起的发作中更频繁地发生。结果可以提高ELT教师在以意义为重点的交流中采用抢占式FonF的好处的意识。