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The Role of Formal Instruction

At the end of the discussion, one must be able to answer the followingquestions:

1) Does form- focused instruction work?

2) What type of form-focused instruction works successfully/

Traditionally, language teaching uses methods of teaching:

1) Grammar Translation Method. The rules of grammar are explained in detailfollowed by application.

2)  Audio-lingual Method. This method emphasizes the use of dialogues, drillsas well as correct pronunciation, stress, rhythm, and intonation

Types of Drills:

a) Repetition g) Expansion

b) Inflection h) Contraction

c) Replacement i) Transformation

d) Restatement j) Integration

e) Completion k) Rejoinder  

f) Transposition l) Restoration

Types of Instruction:

1) Classroom/ Formal Instruction. Teresa Pica, an advocate of this languageinstruction type conducted a study on the use of  plural –s and the use of the

 progressive -ing  on three groups of learners (a tutored, untutored, and mixedgroups).

Conclusion: The effects of instruction depends on the subject being taught. If astructure is formally simple and shows form-function relationship (frequently used), theinstruction proves success. If the target structure is lacks form-function relationship, theinstruction proves to be a failure.

2) Natural Instruction- This language instruction type is supported by CLT(Communicative Language Teaching). Manfred Pienemann, an advocate of thistype of instruction conducted on the use of Inversion Rule to a group of 10-year old German children.

Conclusion: The study led him to propose the Teachability Hypothesis whichstates that instruction can only promote language acquisition if the interlanguageis close to the structure to be taught is acquired in the natural setting.

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Intake L2 Knowledge

Furthermore, this hypothesis claims that instruction does not subvert ( weaken)the natural sequence of acquisition but helps to speed up learners passagethrough it.

Types of Form-focused Instruction

a) Input-based Instruction and Production-based Instruction

A) (B)

Input-based production- based

Instruction instruction

Input Output

Bill VanPatten and Tereas Cadierno conducted a study on a specific targetstructure. One group is exposed to Input-based instruction, the other on Production-

based Instruction.

Conclusion: The group that received Input-based Production did better than the other.Input-based Instruction, proven by much evidence works better overall than production-based instruction.

b) Consciousness Training. This attempts to make the learners awareof the existence of specific linguistic features in the target language.

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c) Input flooding. This is the method used to flood the learners of information. This may help learners to start using some difficult formsbut may not be sufficient to destabilize interlanguage and preventfossilization

d) Learner-instruction Matching. This type claims that it is important totake individual differences into account when investigating the effectsof instruction.

e) Strategy training. This idea is attractive because it provides a away of helping learners to become autonomous ( in effect enabling them totake responsibility of their own learning).

Mary Vincentia P. Olilang

Med ESL