Abstract
With the accumulation of evidence for the ample benefits of form-focused instruction
(FFI) (e.g., Norris & Ortega, 2000; Spada & Tomita, 2010), current research is moving
towards exploring the factors affecting the effectiveness of FFI in different contexts with
different learners (e.g., Nassaji, 2016; Xu & Li, 2022). Following suit, the present study
examined the effect of two types of FFI on fifty-seven young EFL learners’ learning of
irregular past tense. Learners in four intact classes with similar proficiency levels were
randomly assigned to two instructional treatments: isolated pre-task FFI and integrated
FFI. In groups of three, the learners engaged in a decision-making task in which they built
a story by putting related pictures in order. All groups received instructions on meaning
and form. However, in the pre-task group FFI was provided before the story-building
task, while in integrated groups, FFI was provided within the task. One week after the
instruction, a similar task was carried out for the purpose of measurement. Treatment
effect was measured in two ways. First, the number of form-focused language-related
episodes (LREs) produced during the task completion was considered as evidence of
learning in progress. The audio-recorded interactions between the learners were
transcribed and coded for instances in which they discussed the use of irregular past
tense. Results showed that LREs were produced significantly more by the learners in
integrated FFI. The second measurement was carried out through an error correction test
(ECT). Although learners in the pre-task FFI groups outperformed their counterparts on
the test, the difference was not statistically significant. Together, the study suggests that
the effect of sequence of FFI might play a role in young learners’ learning of grammatical
features. However, more evidence is required before pedagogical implications can be
made. Also, the study draws attention to the incongruity between the occurrence of LREs
and test performance and raises questions in this regard.
(FFI) (e.g., Norris & Ortega, 2000; Spada & Tomita, 2010), current research is moving
towards exploring the factors affecting the effectiveness of FFI in different contexts with
different learners (e.g., Nassaji, 2016; Xu & Li, 2022). Following suit, the present study
examined the effect of two types of FFI on fifty-seven young EFL learners’ learning of
irregular past tense. Learners in four intact classes with similar proficiency levels were
randomly assigned to two instructional treatments: isolated pre-task FFI and integrated
FFI. In groups of three, the learners engaged in a decision-making task in which they built
a story by putting related pictures in order. All groups received instructions on meaning
and form. However, in the pre-task group FFI was provided before the story-building
task, while in integrated groups, FFI was provided within the task. One week after the
instruction, a similar task was carried out for the purpose of measurement. Treatment
effect was measured in two ways. First, the number of form-focused language-related
episodes (LREs) produced during the task completion was considered as evidence of
learning in progress. The audio-recorded interactions between the learners were
transcribed and coded for instances in which they discussed the use of irregular past
tense. Results showed that LREs were produced significantly more by the learners in
integrated FFI. The second measurement was carried out through an error correction test
(ECT). Although learners in the pre-task FFI groups outperformed their counterparts on
the test, the difference was not statistically significant. Together, the study suggests that
the effect of sequence of FFI might play a role in young learners’ learning of grammatical
features. However, more evidence is required before pedagogical implications can be
made. Also, the study draws attention to the incongruity between the occurrence of LREs
and test performance and raises questions in this regard.
| Original language | English |
|---|---|
| Publication status | Not published / presented only - 25 May 2023 |
| Event | 18TH LASLAB INTERNATIONAL CONFERENCE 2023: Interaction and L2 grammar learning by children in foreign language contexts: Form-focused instruction and individual differences - Facultad de Letras UPV/EHU, VITORIA-GASTEIZ, Spain Duration: 25 May 2022 → 26 Jun 2023 https://laslab.eus/ |
Conference
| Conference | 18TH LASLAB INTERNATIONAL CONFERENCE 2023 |
|---|---|
| Country/Territory | Spain |
| City | VITORIA-GASTEIZ |
| Period | 25/05/22 → 26/06/23 |
| Internet address |