Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning

Autor/in	Laufer, Batia
Titel	Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning
Quelle	In: Canadian Modern Language Review, 63 (2006) 1, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Comprehension; Vocabulary Development; Grammar; Comparative Analysis; Teaching Methods; Second Language Learning; High School Students; English (Second Language); Language Tests; Testing; Scores; Instructional Effectiveness; Second Language Instruction + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Wortschatzarbeit; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Testdurchführung; Testen; Unterrichtserfolg; Fremdsprachenunterricht
Abstract	The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction--and particularly FonFs--is claimed to be indispensable for L2 vocabulary learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10