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FORM-FOCUSED INSTRUCTION & SLA
MARTHA & MARITA
FORM-FOCUSED
INSTRUCTION
Rod Ellis. 2008. The Study of Second Language
Acquisition. 2ndEd
1. What is Form Focus Instruction?
2. Two types of instructional3. Methodology of FFI studies4. Theoretical Position5. Effect of FFI on L2
Acquisition6. The Effects of FFI on the
Acquisition
What is Form Focus Instruction?Focus on form
Within a communicative approach, referring to learners and teachers addressing formal features of language that play a role in the meanings that
are negotiated.
Focus on formS, which emphasis formal aspects rather than
meaningful activities (Carter and Nunan, 2001).
THE DIFFERENCES (CONT.)
Focus on form(FonF instruction)
Focus on forms(forms-focused
instruction) Triggered by perceived problems in comprehension or production
Pre-selected in the syllabus
Linguistic features are explored in contexts.
Forms are taught in isolation
Analytical approach Synthetic approach
Two Kinds of instructionalR. Ellis (2005)
Indirect intervention as instruction that aimed at creating the conditions for learners to learn experientially through learning how to
communicate in in the L2.
Direct intervention The instruction specifies what it is that learners will
learn and when they learn it.
Direct intervention
Based on R. White (1988) referred to as a type A of curriculum that is a curriculum that is synthetic rather than analytic and is accuracy rather than fluency oriented.
TYPE A CurriculumWiddowson (1989)
The contents of Curriculum type A (linguistic term)
It is aimed at ‘skill-getting’ and constituted an investment for future use.
List of phonological Lexical
Grammatical items to be taught / functional items
Discussion of FFI Chapter
Whether instruction
could change the
natural ORDER/SEQUENCE
OF ACQUSITION
Determining whether
the effect of form
focused instruction
are durable.
Methodology of FFI studies
A true experiment requires
Random sampling
Random distribution
A control group
Key FeaturesPre Test :
essential are used in order to ensure that the groups are equivalent at the beginning
of the study.
Post Test : in order to establish whether any immediate
effects of the instructions are durable and also whether the effect only become evident
after a period of time.
Two methodological in the design of FFI Studies
The choice of linguistic targetThe mentalist
The design of the instruments for
measuring learning.
eractioni
Choice of linguistic target
REMIDIALAcquisition sequences
Grammatical complexity
Linguistic theory Psycholinguist
ic theory
The measurement of learning in FFI studies
Increased control over use of a linguistic feature
MethodGaining in accuracy from pre-test to post-test. This method employs both comprehension and production data
Instruments• A variety of
instruments involving :
1.Metalinguistic judgment
2.Selected responses3.Constrained
selected responses
Progress along an acquisition Sequence
In term of changes in the frequency with learners produce
different construction for performing the target variables.
(production data)
A communicative task that elicit free
constructed response.
INSTRUMENT
Theoretical Positions
The ‘zero option’
FINDING
Dulay & Burt 1973;Krashen 1982 ; Corder 1976
proposed that classroom language learning will construct their inter language ‘naturally
In the same way as they would if they were learning grammar through the process of learning
The abandonment of formal instruction
Effect of FFI on L2 Acquisition
Effect of FFI on L2 Acquisition
FEATURES
Analytical
.
EXPERIMENTAL FEATURESubstantive or motivated topic
purposeful activity (project) not exercise
Language use has of four skills as part of purposeful actions.
Priority of meaning transfer and fluency.
Analytical
Focus on aspect of L2, including phonology, grammar functions, discourse, and sociolinguistic.
Cognitive study of language items (rules and regalities are noted)
Attention to accuracy and error avoidance
FORM FOCUSED INSTRUCTION (FFI)FFI research investigate the effect of form-focused instruction by comparing learners. COMPARATIVE METHOD STUDIES
NATURALISTIC
INSTRUCTED SITUATION
How Learners acquired an L2 in Natural Setting
They tend to follow a Natural Order of ACQUSITION
Achievement of groups who received FFI
Groups of learners who had not received FFI
Long (1983) Group of learners who receive formal instruction achieve higher level of proficiency than those who don’t.
Long’s Conclusion
There is considerable evidence that SL instruction does make different (1983). He claimed that instruction was advantageous.
For children as well as adult
For both intermediate and advanced learners
In acquisition rich as well as acquisition well as acquisition poor environment.
Krashen (1985)
Long 1983
Arguing that the studied did not show an advantage for formal instruction , but only that learning in a classroom was helpful for “beginners” who find difficulty the needed (adult) in normal communication outside the classroom.
Argue that the subjects in some of the studies had been wrongly classified as ‘intermediate’ and 'advance’.
‘formal instruction ‘ was more important than consider about different learners L2
proficiency
Spada (1987)
Krashen (1985)
The Effects of FFI on the Order and Sequence of
Acquisition
The overall scores of the learners they investigated dropped to a level
approximately halfway between pre-test and post-test 6 months after instruction.
Gains in the correct positioning of adverb were largely lost five months after the
instruction
LightBown (1992)
L. White (1991)
The effects of grammar instruction may not last
The Durability of FFI effect
Harley (1989)
Found that increased accuracy in the formation of questions, evident in the
same learners that White has investigated did not slip back to pre-
instruction level.
The learners were still improving some six months later.
In Fact
Instruction are Durable
- Embedded in communication activities- Possibly continues access to
communication after instruction has given.
Learner Benefits’ of FFI Harley (1989)
The following tentative conclusions attempt to reconcile the various findings :
Instructed learners manifest the same order of acquisition as naturalistic learners.
Grammar instruction may prove powerless to alter the natural sequence of acquisition of development structures (learners
production)
Grammar instruction can be effective in enabling learners to progress along the natural order more rapidly.
The Effect of Different Types of Formal Instruction
FORMAL INSTRUCTION
Attention to Form
Provision of
corrective feedback
What kind of formal instruction works best?
Methodological options available to teachers
TEACHERS
Frameworks of options Investigating the specific
options on L2 acquisition
The types of FFI available to teachers
Input-based options
Explicit options
Corrective feedback options
Productionoptions
Methodological options for FFI
structured input
enhanched input
input flooding
Input-based options
indirect explicit instruction
direct explicit instruction
Explicit options
Methodological options for FFI
Methodological options for FFI
Macro-option Focus-on-forms Focus-on-form
Input-based Intentional. Learners pay attention to the target form
Incidental. Learners are not told what the target form is
Explicit instruction Direct explicit instructionIndirect instruction
No explicit instruction is provided
Output-based Text-manipulationText-creationError-avoidingError-inducing
Text creation
Corrective Feedback
Explicit Implicit
Focus-on-forms and focus-on-form types of instruction
Focus-on-Forms VS Focus-on-Form
• the evident in traditional approach to grammar teaching
• Pay attention to the target form
Focus-on-
forms:
• evidence of an integration of form or meaning
• primary attention to meaning• focus on meaning
Focus-on-form:
Input-based instruction
Enriched input Input-processing instruction
Notice Comprehend Practice
Input-based instruction
Enriched input
form of oral or written texts
Listen to
Read
Input-based instruction
Input processing
Learners correctly process the target structure for meaning
Interpretation tasks
Making response
Activities: Attention to meaning
The form and function of the grammatical structure
Error identification
Stimulus
Spoken and written input
VanPatten
Attention to form-meaning mappings (Input-based instruction)
Traditional production practice (Traditional instruction)
Moreeffective
Implicit VS Explicit InstructionImplicit FFI Explicit FFI
Attracts attention to target form
Directs attention to target form
Spontaneously (communication-oriented activity)
Predetermined and planned (the main focus and goal of a teaching activity)
Unobtrusive (minimal interruption of communication of meaning)
Obtrusive (interruption of communicative meaning)
Presents target forms in context Present target forms in isolationMakes no use of metalanguage Uses metalinguistic terminology (rule
explanation)
Free use of the target form Controlled practice of target form
Inductive VS Deductive Explicit Instruction
Deductive FFI
Inductive FFI
provided by the teachers
Learners discover rules for themselves
Inductive VS Deductive Explicit Instruction
Seliger (1975)
Robindson (1996b) and Rosa and O’Neill (1999)
Erlam (2005)
The effects of presenting metalinguistic information before and after practice activities
The effects of giving students a rule as opposed to asking them to search for a rule
The effects of these two types of instruction on the acquisition of direct object pronouns in French as a foreign
language
The deductive FFI is more effective than inductive FFI
Depends on preferred learning
style
Production Practice-Error-Inducing
Tomasello and Herron (1988,
1989)
Explicit Instruction
Down the Garden Path
The problems were explained and illustrated to students.
The typical errors were induced and then immediately corrected
DGP More effective
carrying out a cognitive comparison
Increasing motivation to learn
Corrective Feedback
Doughty & Varela (1998)
A frequent cited study of corrective feedback
Students’ production of oral and written
At past tense verbs
Corrective recasting
Learner: I think that the worm will go under the soil.
Teacher: I think that the worm will go under the soil?
Learner: (No response)Teacher: I thought that the worm would go
under the soil.Learner: I thought that the worm would go under
the soil.
Example
Result Students showed significant post-test gains in oral which were largely maintained over time
Corrective Feedback
(Ellis & Sheen 2006)
(DeKeyser 1993)
Implicit feedback
Explicit feedback
•Recast did not result in significant gains
No statistically significant difference evident between extensive explicit corrective feedback & limited explicit corrective feedback
which type of corrective feedback is most effective for L2 learning.
No CLEAR CUT conclusion
individual and contextual
factors
FFI and Implicit Knowledge
Does FFI in general have any effect on learners’ L2 implicit knowledge?
Krashen(1981, 1982, 1994) The effect of FFI is only peripheral
FFI affect only the “learning” of simple structures as explicit
knowledge
FFI do not affect the “acquisition” of implicit knowledge
Effects of Instruction on L2 Pragmatic Development
Takimoto (2006)
Rose and Kwai-fun (2001)
The necessary of teaching of
L2 pragmatic
The effectiveness of different
instructional options
The effect of different
lengths of instruction on learning
Effects of Instruction on L2 Pragmatic Development
Effects of Instruction on L2 Pragmatic Development
Extended instruction is more beneficial
A shorter period of instruction was more effective
Compared studies that provided less than five hours of instruction with those that provided more than five hours
(Rose & Kwai-fun 2001) (Tateyama & Takimoto (2006)
(Joya & Kaya)
Learning style
Language Aptitude
Working Memory
Motivation
Anxiety
The Mediate Effects of Individual Difference Factors
INFLUENCE FFI
Individual Learner Differences
The Mediate Effects of Individual Difference Factors
Learners are differed in terms of some individual difference factor. (Field dependence/independence)
The Mediate Effects of Individual Difference Factors
ATI studies
(Abraham, 1985)
FD learners performed better with an inductive treatmentFI did better with a deductive treatment
Learning style
The Mediate Effects of Individual Difference Factors
Correlationalstudies (Erlam, 2005)
Language analytic ability was a factor when learners weretaught by an inductive or structured input instruction.
(Erlam, 2005)
Working memory was associated with the learning thatresulted from an input-based type instruction.
Language aptitude
Working memory
The Mediate Effects of Individual Difference Factors
(Takahashi, 2005)
(Sheen, 2006)
Intrinsic motivation led to higher achievement ininput-based instruction.
Learners with low language classroom anxiety were ableto benefit from corrective feedback in the form of recastto a greater extent than those with high anxiety.
Motivation
Anxiety