Is There a Better Time to Focus on Form? Teacher and Learner Views

Autor/inn/en	Valeo, Antonella; Spada, Nina
Titel	Is There a Better Time to Focus on Form? Teacher and Learner Views
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 50 (2016) 2, S.314-339 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.222
Schlagwörter	Grammar; Teacher Attitudes; Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Communicative Competence (Languages); Foreign Countries; Teaching Methods; Questionnaires; Factor Analysis; Statistical Analysis; Qualitative Research; Role; Individual Differences; Brazil; Canada + Suchen Sie Ihr Suchwort? Grammatik; Lehrerverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Faktorenanalyse; Statistische Analyse; Qualitative Forschung; Rollen; Individueller Unterschied; Brasilien; Kanada
Abstract	This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI occurs separately from communicative activities, whereas integrated FFI occurs during communicative activities. Using this theoretical distinction, the researchers developed teacher and learner questionnaires and validated them as measures of both constructs supported by factor analysis. The questionnaires were administered to explore the views of teachers and learners in two contexts, ESL in Canada and EFL in Brazil. Quantitative and qualitative analyses of the questionnaire data indicate a distinct preference for integrated FFI across groups (i.e., teachers and learners) and contexts (i.e., EFL and ESL). At the same time teachers and learners also acknowledged the value of isolated FFI. These views recognizing the important roles played by both integrated and isolated FFI are consistent with those discussed in the instructed second language acquisition literature. Teachers and learners also drew attention to contextual and individual differences that may have an impact on decisions about the timing of grammatical instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01