Isolated and Integrated Form-Focused Instruction: Effects on Different Types of L2 Knowledge

Autor/inn/en	Spada, Nina; Jessop, Lorena; Tomita, Yasuyo; Suzuki, Wataru; Valeo, Antonella
Titel	Isolated and Integrated Form-Focused Instruction: Effects on Different Types of L2 Knowledge
Quelle	In: Language Teaching Research, 18 (2014) 4, S.453-473 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813519883
Schlagwörter	Grammar; Second Language Instruction; Oral Language; Linguistic Theory; Language Processing; English (Second Language); Second Language Learning; Adults; Teaching Methods; Language Tests; Written Language; Task Analysis; Language Research; Foreign Countries; Pretests Posttests; Canada + Suchen Sie Ihr Suchwort? Grammatik; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Linguistische Theorie; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Geschriebene Sprache; Aufgabenanalyse; Sprachforschung; Ausland; Kanada
Abstract	In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded within communicative practice; in Isolated FFI it was separated from communicative practice. Two groups of adult learners of English as a second language (ESL) received 12 hours of Integrated or Isolated FFI on the 'passive' construction. Learners' progress on a written grammar test and an oral communication task indicated no significant differences between the instructional groups over time. However, some advantages were observed for Integrated FFI on the oral production task and for Isolated FFI on the written grammar test. The results are discussed in relation to instructed second language acquisition (SLA) research and transfer appropriate processing theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10