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Is There a Better Time to Focus on Form? Teacher and Learner Views

Is There a Better Time to Focus on Form? Teacher and Learner Views

 Valeo, Antonella.
 p314-p339 English
Ngôn ngữ
Tác giả CN Valeo, Antonella.
Nhan đề Is There a Better Time to Focus on Form? Teacher and Learner Views / Antonella Valeo, Nina Spada
Mô tả vật lý p314-p339
Tóm tắt This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI occurs separately from communicative activities, whereas integrated FFI occurs during communicative activities. Using this theoretical distinction, the researchers developed teacher and learner questionnaires and validated them as measures of both constructs supported by factor analysis. The questionnaires were administered to explore the views of teachers and learners in two contexts, ESL in Canada and EFL in Brazil. Quantitative and qualitative analyses of the questionnaire data indicate a distinct preference for integrated FFI across groups (i.e., teachers and learners) and contexts (i.e., EFL and ESL). At the same time teachers and learners also acknowledged the value of isolated FFI. These views recognizing the important roles played by both integrated and isolated FFI are consistent with those discussed in the instructed second language acquisition literature. Teachers and learners also drew attention to contextual and individual differences that may have an impact on decisions about the timing of grammatical instruction
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-TV ĐHHN
Tác giả(bs) CN Spada, Nina.
Nguồn trích Tesol quarterly- 2016, Vol50, N.2
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI occurs separately from communicative activities, whereas integrated FFI occurs during communicative activities. Using this theoretical distinction, the researchers developed teacher and learner questionnaires and validated them as measures of both constructs supported by factor analysis. The questionnaires were administered to explore the views of teachers and learners in two contexts, ESL in Canada and EFL in Brazil. Quantitative and qualitative analyses of the questionnaire data indicate a distinct preference for integrated FFI across groups (i.e., teachers and learners) and contexts (i.e., EFL and ESL). At the same time teachers and learners also acknowledged the value of isolated FFI. These views recognizing the important roles played by both integrated and isolated FFI are consistent with those discussed in the instructed second language acquisition literature. Teachers and learners also drew attention to contextual and individual differences that may have an impact on decisions about the timing of grammatical instruction
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