Form-focused Foreign Language Teaching in Agglutinating Languages: The Case of Turkish (original) (raw)
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Elgün-Gündüz, Z., Akcan, S. & Bayyurt, Y. (2012). Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey. Language, Culture and Curriculum, 25:2, 157-171., 2012
"Content-based language instruction and form-focused instruction (FFI) have been investigated extensively in the context of English as a second language. However, there has not been much research concerning FFI in the context of English as a foreign language. The study described here explores the effect of integrated and isolated FFI on the vocabulary, grammar, and writing development of foreign language learners in two separate classes at the primary level in Turkey. It also investigates students’ attitudes towards integrated and isolated FFI. Findings suggest that the students receiving integrated FFI performed better than students receiving isolated FFI in all measures. In addition, the students expressed a preference for integrated FFI. Keywords content-based instruction, form-focused instruction, grammar, isolated form-focused instruction, integrated form-focused instruction, teaching methods
Exploring focus on form in language teaching
2007
Form-focused instruction is an extremely complex and multidimensional field, the investigation of which is of relevance to both researchers and practitioners and, as such, holds the promise of closing the gap between theory, research and pedagogy. This introductory paper provides a definition of focus on form in language teaching, discusses various interpretations of the concept, describes the past, present and future research directions, and outlines the criteria that successful studies in this area should satisfy. It also briefly presents the organization of the volume and makes a strong case for further empirical investigations of the contributions of teaching formal aspects of language.
Focus on Form in Second Language Teaching
BELTA Journal, 2018
The effectiveness of-Focus on Form‖ (FonF) instruction in second language development has long been a matter of interest to both researchers and teachers. This article provides a comprehensive overview of FonF in second language teaching. The article begins with a discussion on how Long's original definition of the term has stretched over time, and what it means in present teaching/learning context. A theoretical discussion followed by a classification of different types of FonF strategies is then presented. The article finally addresses some issues related to syllabus and tasks in FonF, and critically examines the necessity of FonF instruction in EFL context.
Journal of Language Research, 2021
The present study attempted to explore the effectiveness of form-focused-instruction (FFI) in a context where English is learned as a foreign language. In particular, the purpose of the study was to investigate the effectiveness of the planned focus-on-form instruction (FoF) in comparison with focus-onforms (FoFs) in the acquisition of a set of modal verbs. The participants of the study were 8th grade students (n= 37) studying at a middle school in Denizli. The present study adopted a mixed-method research design. The quantitative part involved a pretest, a treatment stage, and a posttest while the qualitative part consisted of written semi-structured interviews. The data obtained from the pretest and posttest were statistically analyzed through SPSS 17.0 with the aim of measuring the effectiveness of the two instructional treatments. As for the qualitative part, interviews were translated into Turkish and the data was subjected to content analysis and thus analyzed through pattern-coding process to identify recurrent themes. At the end of the study, it was found that planned FoF instruction was more effective than FoFs instruction in the participants' learning of target forms. In addition, at the end of the content analysis, it was found that the participants favored planned FoF instruction because they benefited from guessing the meanings out of the context as it helped them retain the knowledge for a longer period of time. In addition, the participants stated that their exam scores have been positively affected by planned FoF instruction.
Focus on form in a meaning-focused foreign language classroom: an explanatory study
25 Anos De Linguistica En Espana Recurso Electronico Hitos Y Retos 25 Years Os Applied Linguistics in Spain Milestones and Challenges 2008 Isbn 978 84 8371 714 1 Pags 3 8, 2008
Recent research has suggested that the incorporation of some attention to form in meaning-centered classroom instruction can lead to improved performance. However, little research has been carried out on incidental attention to form by the learners themselves and, more specifically, by young learners in a classroom context. This study examines the oral production of 12 low-intermediate EFL learners to determine to what extent they spontaneously attend to form in their interaction with the teacher and other learners. Results suggest that both reactive and pro-emptive focus on form episodes occur in meaning-focused activities and, in line with previous research conducted in second language contexts, the linguistic items participants paid more attention to in their interaction were lexical.
THE EFFECTS OF FORM-FOCUSED INSTRUCTION ON LOWER-INTERMEDIATE EFL IRANIAN LEARNERS’ GRAMMAR LEARNING
One of the most controversial questions raised by classroom second language acquisition (SLA) researchers is whether and how to include grammar in second language (L 2 ) classrooms. This study tried to investigate how the form-focused instruction affects lower-intermediate EFL Iranian learners’ grammar learning. Based on an experimental data collection and analysis, the study followed the pre-test and post-test design performed on 45 female participants at the pre-intermediate level. The pre-test was administered at the beginning of the course; then, the researcher divided the participants into two groups: experimental (FFI) and control group (traditional method). The researcher also used an observation checklist to ascertain if the teacher used the related items in classes. Afterwards, the researcher provided the frequency of observation of teachers’ operations which showed differences between the FFI and the traditional instruction. After observing the teaching sessions, the researchers administered the same test as a post-test to both groups. . The data were analyzed using independent t-test and paired t-test.
Form-Focused Instruction: Isolated or Integrated?
International Journal of Research -GRANTHAALAYAH, 2019
Research has shown that attracting foreign/second language (L2) learners’ attention to form in communicative-based classrooms will help them improve their accuracy. Form-Focused Instruction (FFI)- teaching the form of the language while the main focus of the instruction is still the meaning- seems to be the way to insert the form instruction into Communicative language teaching. This study investigates whether the L2 learners of English and English language teachers prefer the isolated or integrated FFI that are the two ways of attracting the learner’s attention to the form of the language in meaning-based activities. Language teaching has shifted from grammar-based instruction represented in grammar-translation method to meaning-based instruction represented in the Communicative Language Teaching, and then to the most recent phase where form and meaning are taught at the same time represented in FFI. The purpose of this work is to find out how the students want to learn the English...
English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction
Eğitimde Kuram ve Uygulama [Journal of Theory and Practice in Education], 2021
The study employs a qualitative research methodology incorporating Form Focused Instructional Design (FFID) with 20 young adult university students of English and an EFL university teacher. The FFID was aided with the Ellis’ (1998, 2016) instructional stages of input, intake, output, feedback, and the stages were backed up with uptake as an addition. The study targets dwelling on the participants’ views towards FFID via learner and teacher journals and semi-structured interviews. Through an inductive content analysis, the triangulated findings indicated the benefits of FFID available both to the learners and the teacher. To list a few, FFID afforded opportunities for learners to make discoveries, engage with learning the language, promote learning and show other developments in affective, cognitive and professional dimensions. FFID also assisted the teacher to be motivated and get engaged within the process more actively. On the other hand, FFID raised limited negative issues such as the inhibitors to engage in tasks and lack of motivation and attention due to affective factors and conditions. However, these factors and conditions are identified as significantly important for the teacher to consider students’ achievement and development. Accordingly, the study concludes with several methodological and pedagogical implications to run FFID in EFL settings.