Form‐Focused Instruction

Collins, Laura

doi:10.1002/9781405198431.wbeal0432

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Form-focused instruction refers to any instructional activity whose focus is linguistic form, which includes two approaches, "focus on forms" and "focus on form" instruction, according to their different views on linguistic form [55,56]. Focus on forms instruction generally refers to a teaching approach following a structural syllabus that focuses on language forms, such as word classes, time and tenses, clauses, etc.…”

Section: Form-focused Instructionmentioning

confidence: 99%

Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Qiang

Zhang

2022

Sustainability

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Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers and two experienced ones, were involved in the study. A triangulation method, including semi-structured interviews, classroom observations and stimulated recall interviews, was used to examine and compare their cognitions and practices. Research findings reveal that all teachers favoured focus on form instruction rather than focus on forms instruction in English teaching in their cognitions; however, the two novice teachers failed to implement focus on form instruction in practices, whereas the two experienced teachers carried it out consistently. The result calls for effective teacher education programmes for sustainable teacher development, particularly in sustaining the development of novice teachers’ knowledge about how to implement focus on form instruction in pedagogical practice. The implications arising from this study for L2 teacher education in China and similar L2 contexts are also discussed.

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Section: Form-focused Instructionmentioning

confidence: 99%

Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Qiang

Zhang

2022

Sustainability

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“…Focus on Form (FonF) refers to "any pedagogical practice undertaken by second language (L2) teachers with the goal of drawing their students" attention to language form" while maintaining communication of meaningful messages (Collins, 2012(Collins, , p. 2187. In other words, FonF is an instructional approach that pays equal attention to both form and meaning 2015, p.4;Kellem & Halvorsen, 2018, p.29) through comprehensible input, interaction and varied output tasks (Bandar & Gorjian, 2017, p.89;Teng, 2018, p.146;Dobakhti & Khorrami, 2020, p.27;Kemaloglu-Er, 2021, p.122).…”

Section: Definition Of Termsmentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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“…L'enseignement grammatical a fait couler beaucoup d'encre ces dernières années, surtout depuis que Long (1991) a établi une distinction entre un enseignement centré sur les formes ( focus-on-forms) de type traditionnel dont l'objectif premier est l'enseignement ordonné et parcellaire des notions grammaticales sans lien direct avec l'acte de communiquer et un enseignement passant plus généralement par la forme (ou la grammaire) de la langue ( focus-on-form) dont le but est d'attirer l'attention sur des structures précises de la langue quand le besoin se fait sentir en situation de communication afin d'améliorer les résultats de l'acte de communiquer. Depuis, cette distinction a maintes fois fait l'objet de reconceptualisations de sorte qu'aujourd'hui les sujets de recherche tournent plutô t autour de la dichotomie implicite et explicite que l'on retrouve généralement sous l'étiquette plus générale d'enseignement grammatical, ou form-focused instruction (Collins, 2012).…”

Section: L'enseignement Grammaticalunclassified

Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion

Tipurita¹,

Jean²

2014

The Canadian Modern Language Review

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Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d'immersion Manuela-Elena Tipurita et Gladys JeanRésumé : Cet article fait état d'une expérimentation conduite dans des classes de 2 e année d'immersion française portant sur l'enseignement explicite des régularités observées dans les terminaisons des noms français qui sont indicatrices de leur genre grammatical (par exemple, le phonème [o] qui prédit le genre masculin pour 93 % des noms possédant cette finale). Les résultats de prétest, post-test immédiat et post-test différé montrent qu'un bref traitement consistant en l'enseignement explicite de quatre terminaisons prédictives du genre (avec énonciation de la règle) a permis aux apprenants d'être significativement plus précis dans leur assignation du genre à des noms connus, et même à des noms inconnus. Il semblerait donc que ce type d'enseignement puisse fonctionner avec des jeunes de ce bas âge, ce qui pourrait diminuer la fossilisation des erreurs de genre par la suite, erreurs qui se retrouvent fréquemment dans les productions des plus grands, qui résistent à la correction et qui engendrent nombre d'erreurs d'accord.Abstract: This article describes a study done in Grade 2 French immersion classes consisting in experimenting with the explicit teaching of regularities observed in French noun endings that are indicative of the noun's grammatical gender (for example, the French phoneme [o] that predicts masculine gender for 93 % of the nouns ending with it.) Results from the pre-test, post-test and delayed post-test indicate that a short treatment including the explicit teaching of four reliable endings (with rule enunciation) lead learners to be significantly more accurate in assigning the correct genders to known nouns and even unknown (rare) ones. The results tend to show that this type of explicit teaching can be effective with learners that young, which in turn could help diminish the fossilization of gender errors that are frequent in older and more advanced learners' productions, that are resistant to correction and that produce numerous agreement errors.

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Form‐Focused Instruction

Abstract: The term form‐focused instruction describes any pedagogical practice undertaken by second language (L2) teachers with the goal of drawing their students' attention to language form.

Cited by 4 publications

References 18 publications

Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion

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