The Impact of Focus on Form Instruction on Second Language Vocabulary and Grammar Learning (original) (raw)
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International Journal of Applied Linguistics and English Literature, 2014
This study investigated the effect of visual input enhancement on the vocabulary learning of Iranian EFL learners. One hundred and thirty-two EFL learners from elementary, intermediate and advanced proficiency levels were assigned to six groups, two groups at each proficiency level with one being an experimental and the other a control group. The study employed pretests, treatment reading texts, and posttests. T-test was used for the analysis of the data. The results revealed positive effects for visual input enhancement in the advanced level based on within group and between groups’ comparisons. However this positive effect was not found for the elementary and intermediate levels based on between groups’ comparisons. It was concluded that although visual input enhancement may have beneficial effects for elementary and intermediate levels, it is much more effective for the advanced EFL learners. This study may provide useful guiding principles for EFL teachers and syllabus designers.
Effects of Input Enhancement Cues on EFL Learners' Intake of English Grammar: The Case of Connectors
The present study investigated the effect of two types of attention drawing techniques (i.e., choice and underlining) on the learners' intake of English connectors. The design of the study was a quasi-experimental research. Participants took a homogeneity test and were assigned to two experimental and a control group in Kalam Language Institute of Shoush. Then, sixty-nine learners were divided into three groups. The two experimental groups used attention drawing techniques to choose or underline the correct connectors in the texts. The control group, however, was simply exposed to read the text and exercise the drills of grammar in their text. Results indicated that both attention drawing techniques had a significant effect on the intake of the targeted forms of connectors. Implications of the study for practical teaching suggest that the attention drawing techniques can enhance learning connectors and they may be effective in teaching grammar to the pre-intermediate learners.
The purpose of the study reported in this article is to investigate the effect of two instructional approaches-focus on forms (FonFs) and focus on form (FonF)-on the acquisition of a set of nouns and adjectives by young Japanese children who were complete beginners. The article begins by defining FonFs and FonF and considering the theoretical rationale for each. The author then examines how FonFs (operationalized as present-practice-produce) and FonF (operationalized through task-based teaching) can be realized. It is demonstrated that in the case of beginning-level learners, task-based teaching is best operationalized in terms of comprehension-based rather than productionbased tasks. The article concludes with a review of the research that has compared the effects of FonFs and FonF on vocabulary acquisition.
The Impact of Textual Input Enhancement on Iranian Elementary EFL learners’ Vocabulary Intake
Nowadays, there has been a lot of emphasis on L2 vocabulary learning in the language teaching curriculum. Due to the emergence and prevalence of growing methods in the area of second language teaching, lots of researchers have tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present study investigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’ vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in a study for eight sessions. A quasi-experimental design with a randomized control and an experimental group was used. Both groups were given five reading texts and comprehension questions to complete. While the participants in experimental group read the textually enhanced input through bolding, the participants in the control group read the same texts without input manipulation. Multiple-choice recognition tests were used to measure the intake of vocabulary. The results showed a significant difference between control and experimental group. The study concluded with some pedagogical implications. Keywords: textual input enhancement, vocabulary intake, Iranian Elementary EFL learners
The Effects of Form-Focused Instruction on the Learners’ Accuracy of Written Production
A recent approach to second language (L2) instruction is integrating Form-Focused Instruction (FFI) in a L2 classroom. One way to achieve this is through incidental focus on form (FonF) which draws learners’ attention to linguistic items as they arise. Focus on form has been theorized as benefitting to the L2 learners, but few empirical investigations have been done in English for Speakers of Other Languages (ESOL) provision in this regard. This study looked into the effects of FFI and tried to compare the two types of FFI (implicit and explicit) and further investigated which type of instruction helped to promote L2 language development. To carry out this research ‘The Effects of Form-Focused Instruction on ESOL Learners’ Accuracy of Written Production’, 45 experienced teachers at various ESOL centers in the UK and 16 ESOL learners in Entry level 2 or B1/B2 level at the ‘Skills for Life’ Centre in Preston College, UK, who were as the experimental group of this study. The ESOL teach...
Thesis for PhD, 2022
Although Form-Focused Instruction (FFI) that uses input-based or output-based techniques have been extensively investigated, the efficacy of these approaches with diverse grammatical features is not well known. Past research studies have relied heavily on a reductionist approach, which isolates a single variable by eliminating the influences of “extraneous” factors. Because grammatical difficulty is determined by multiple variables such as grammatical complexity, proficiency, and L1, a reductionist approach cannot provide the holistic perspective needed to adapt theory to practice. Educators must understand how grammatical features can best be taught, along with when they should be emphasized. As a result of the need for more holistic inquiry, this meta-analysis has been designed to better understand the effect of factors of grammatical complexity (semantic, morphosyntactic, and phonological), proficiency, and L1 on the efficacy of both input-based and output-based instruction. To examine multiple variables involved in assessment of grammatical difficulty, a total of 37 experimental studies were selected (19 studies having learners with the Korean L1 and 18 studies having learners with the Persian L1). Selection of learners with either the Korean or Persian L1 allowed for comparison and contrast between two different language groups. Being an Indo-European language, Persian has some key similarities to English not present in the Korean L1, which is a member of the northern Asian Altaic language group. After effect sizes were calculated, results were compared to examine the effects of type of instruction (input or output-based instruction), type of target feature, L1, and learner proficiency. To examine the significance of these variables, effect sizes were compared using non-parametric tests, since a normal distribution of scores could not be assumed from the limited number of studies. Following statistical analysis, all factors were qualitatively analyzed. This included cross referencing target feature type, L1, and learner proficiency with type of instruction (input vs. output). Analysis resulted in a more comprehensive understanding of the influence of both grammatical difficulty and instruction. While only learner L1 revealed significant differences in effect sizes (p = .003), collective comparison of all variables suggest that they synergistically influence effect size. Learners of this meta-analysis, who were primarily intermediate in proficiency, benefitted most from emphasis of grammatical features that were inter-phrasal (at an intermediate level of grammatical complexity). As suggested by results, both proficiency and grammatical feature type were important in determining effect size. Concerning L1, Persian learners also had higher effect sizes for the grammatical features chosen for study. Because it is an Indo-European language, Persian shares some collocations and grammatical features with English, which may facilitate transfer. Collectively, comparison of multiple variables of grammatical difficulty with input vs. output-based instruction reveals an important relationship between acquisition and pedagogy. As grammatical difficulty increases (e.g., learner proficiency is low and complexity of a grammatical feature is high), the influence of input appears stronger. This finding appears to suggest that more highly scaffolded FFI can increase efficacy as difficulty of a grammatical feature increases. More explicit forms of input were also more effective as grammatical difficulty increased, suggesting that explicit instruction serves as a scaffold. For less difficult grammatical features (e.g., learner proficiency is high and complexity of a grammatical feature is low), output enhancement appeared to result in a larger effect size. This finding appears to suggest that less of a scaffold is needed as grammatical difficulty decreases. Through analysis of multiple factors impacting instruction, several insights concerning grammatical difficulty have been revealed, which may be used to improve the efficacy of FFI. These insights may lead to curricular reforms that help to promote the acquisition process. This research has provided a more holistic perspective for educators which may allow for critical reforms that maximize the effects of instruction.
Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7, 1726606 , 2020
In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancement, semantic input enhancement, and input flooding. In fact, the selected participants were divided into three experimental groups and one control group. Using a before and after design, students were retested after 14 sessions. Indeed, at the end of the treatment, two posttests of comprehension and production of L2 vocabulary were administered. After data collection and running two One-way ANOVA tests, the results showed that all three experimental groups had better performances on their post-tests compared to their pre-tests. Furthermore, regarding the three input enhancement techniques used in this study, the findings indicated no significant difference among them so far as Iranian intermediate EFL learners' comprehension and production of L2 vocabulary were concerned. We propose that, under supporting conditions, there can be clear benefits for EFL learners to spend time mastering L2 materials through input enhancement techniques.