Combining Isolated and Integrated Form-Focused Instruction: Effects on Productive Skills

Autor/in	Barrot, Jessie S.
Titel	Combining Isolated and Integrated Form-Focused Instruction: Effects on Productive Skills
Quelle	In: Language, Culture and Curriculum, 27 (2014) 3, S.278-293 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2014.973416
Schlagwörter	Teaching Methods; Grammar; Second Language Learning; Second Language Instruction; Control Groups; Language Proficiency; English (Second Language); Writing Skills; Oral Language; College Freshmen; Instructional Effectiveness; Foreign Countries; Language Tests; Pretests Posttests; Error Correction; Feedback (Response); Statistical Analysis; Philippines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Studienanfänger; Unterrichtserfolg; Ausland; Language test; Sprachtest; Korrektur; Statistische Analyse; Philippinen
Abstract	Previous studies revealed that isolated and integrated form-focused instruction (FFI) are two effective means of improving language proficiency of students, separately. However, few empirical studies have explored their complementarity in the context of English as a second language. This study, therefore, investigates the effects of combining isolated and integrated FFI on the speaking and writing skills of second language (L2) learners at the tertiary level in the Philippines. Forty-one college students were divided into two groups: Group A received both the isolated and integrated FFI, while Group B received the standard English programme for college freshmen. Findings suggest that students who received the combined isolated and integrated FFI have significantly improved in their productive skills and have outperformed the students from the control group. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10