An Investigation of the Relationship Between Grammar Type and Efficacy of Form-Focused Instruction

Which Forms Should Be Taught Explicitly? A Theoretical Framework

“…This means that instruction must necessarily be selective. While Krashen (1982) argued that instruction should be limited to "simple" forms, some believe that "complex" forms are better candidates (Ellis, 2006;Hulstijn & de Graaf, 1994;Schenck, 2018), whereas DeKeyser (2003 suggests middle-difficulty forms should be taught. Meanwhile, there is even disagreement about what constitutes a simple or a complex form (Scheffler, 2009).…”

“…While some researchers specify how they define complexity (e.g. Schenck, 2018), others do not clearly state whether they consider a form difficult because it is late acquired or because it is hard to explain, or because it is hard to transfer explicit knowledge to implicit knowledge. This ambiguity is problematic given that "forms that are easy to learn may be hard to acquire, while forms that are difficult to learn may be easy to acquire" (Han & Lew, 2012, p. 198).…”

“…This lack of conclusive messaging from academia leaves practitioners and policymakers without clear guidance, and as a result they may gravitate towards whichever teaching method suits their personal preference. In the words of Schenck (2018): "[P]olarization of language educators toward ideological extremes may have precluded identification of a necessary balance between emphasis on grammatical accuracy and promotion of communication" (p. 225). The following is an attempt to apply the preponderance of evidence from empirical studies to create a tool which practitioners and policymakers can consult when deciding if and when to teach particular grammatical rules or forms.…”

English Vocabulary Learning Through Form-Focused Approaches Using Video Podcasts

“…Focus on Form is all about the emphasis on forms, is compared with the focus on language-feature explicitly and the concentration on interpretation is restricted to meaning without any formal focus. According to Schenck, (2018) In order for a teaching intervention to count as a form emphasis and not a form focus, the learner must know the meaning and usage of the language characteristics prior to acquiring the formula. In 1988 Michael Long suggested to focus on the form.…”

“…The word form focused approaches is described as any scheduled or incidental education to enable language students to reflect attention to the form of language. It is a common term for analytical education, forms emphasis and corrections (Schenck, 2018). The word form-oriented education is used to describe both methods of teaching based on artificial syllabuses, as well as more communication methods in which commitment to form is derived from mostly meaning-oriented practices (Miyamoto, 2017).…”