Content-Based Language Teaching

Lyster, Roy

doi:10.4324/9781315103037

Cited by 22 publications

(8 citation statements)

References 6 publications

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“…On the one hand, proactive FFI is characterized as pre-planned instruction that aims to facilitate the acquisition of linguistic targets that may otherwise go unnoticed. Lyster (2007Lyster ( , 2017 suggests implementing proactive FFI as a sequence of instructional techniques, which specifically enables learners' noticing, awareness, then practice of the target form. Reactive FFI, on the other hand, encompasses instructors' spontaneous corrective feedback in response to errors made by learners in their output.…”

Section: The Effects Of Form-focused Instructionmentioning

confidence: 99%

“…With the aim of integrating attention to form into communicative L2 instruction, FFI encompasses numerous instructional techniques that promote various types of linguistic processing that contribute to L2 learning. The current study in particular focuses on three proactive FFI techniques-input enhancement, metalinguistic explanations, and practice-that sequentially facilitate noticing, awareness, and practice, respectively (Lyster, 2007(Lyster, , 2017Ranta & Lyster, 2018). Targeting English articles, an experimental study was conducted to measure the differential effects of various combinations of the three FFI techniques, in order to examine the benefits attributable to each technique and its corresponding linguistic processing.Forty-six L2 learners of English were randomly assigned to four conditions: input enhancement only (n = 12); input enhancement and metalinguistic explanations (n = 11); input enhancement, metalinguistic explanations, and practice (n = 11); and a control condition (n = 12).…”

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confidence: 99%

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The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English

Lloyd,

Lee

2023

Language Teaching Research

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The current study investigated the extent to which second language (L2) learners of English benefitted from various combinations of form-focused instruction (FFI) techniques on the acquisition of English articles. Forty-six participants were randomly assigned to four conditions: input enhancement only ( n = 12); input enhancement and metalinguistic explanations ( n = 11); input enhancement, metalinguistic explanations, and practice ( n = 11); and a control condition ( n = 12). They each received six hours of online instruction on English articles according to their condition. The participants’ knowledge of articles was measured by four tasks (i.e. grammaticality judgment task, metalinguistic knowledge task, elicited imitation task, and picture-description task) in a pretest, an immediate posttest, and a delayed posttest. Results showed that the group receiving input enhancement and metalinguistic explanations exhibited clear and durable gains in the metalinguistic knowledge task. Furthermore, a subset of participants who benefitted the most from the instructional treatment revealed two common factors: a first language (L1) without an article system and a high rate of engagement during the online instruction. The findings suggest that metalinguistic explanations clearly contribute to explicit knowledge of articles and that learners’ L1 backgrounds may affect the extent to which FFI on English articles benefits them. The present study contributes meaningfully to the current understanding of the effects of FFI as well as the L2 acquisition of English articles.

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Section: The Effects Of Form-focused Instructionmentioning

confidence: 99%

mentioning

confidence: 99%

The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English

Lloyd,

Lee

2023

Language Teaching Research

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“…The main focus of the present study, then, is not only on teaching language itself (i.e. linguistic structures and grammar) (Lyster, 2018), but also on teaching relevant content through language. For this reason and for the purpose of this study, the CBI approach has been addressed.…”

Section: Digital Learning Content-based Instruction (Cbi) and Cybertask Design In Higher Educationmentioning

confidence: 99%

“…Krahnke (1987: 66) defines CBI as the "teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught". Particularly, the CBI approach avoids the focus on form, which means that the centre of attention is on content or subject matter rather than on linguistic and grammatical structures (Lyster, 2018). Moreover, with regard to language learning, CBI is based on the following premises (Richards, 2006: 27) : 1.…”

Section: Digital Learning Content-based Instruction (Cbi) and Cybertask Design In Higher Educationmentioning

confidence: 99%

A mixed-methods study of online learning in the EFL classroom

Girón-García

Boghiu-Balaur

2021

Rev. lingüíst. leng. apl.

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<p class="Normal1"><span lang="EN-GB">The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. </span></p>

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“…(as cited in Bygate, Shehan, & Swain, 2001, p.1). In ELT, the main LCE-oriented approaches are: attending to learners' needs through integrating language-and-content (Lyster, 2017) raising students' awareness of their active role through tasks and projects (Beckett & Slater, 2019;Ellis et al, 2019); and leading learners towards autonomy through peer cooperation (Karim, 2018), and instructional communication (Ammar & Hassan, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%