On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners' Vocabulary Learning in ESP Context

Autor/inn/en	Saeidi, Mahnaz; Zaferanieh, Elaheh; Shatery, Hafez
Titel	On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners' Vocabulary Learning in ESP Context
Quelle	In: English Language Teaching, 5 (2012) 10, S.72-79 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Vocabulary Development; English for Special Purposes; Experimental Groups; Control Groups; Scores; Student Motivation; Grammar; Second Language Learning; Instructional Effectiveness; Teaching Methods; Linguistic Theory; Language Processing; Metalinguistics; Cooperation; Second Language Instruction; Architectural Education; Engineering Education; College Students; Statistical Analysis; Foreign Countries; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Schulische Motivation; Grammatik; Zweitsprachenerwerb; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Sprachverarbeitung; Metalanguage; Metasprache; Co-operation; Kooperation; Fremdsprachenunterricht; Ingenieurausbildung; Collegestudent; Statistische Analyse; Ausland
Abstract	This study investigated the effectiveness of three kinds of vocabulary instruction. Seventy learners in the classes of English for Specific Purposes (ESP) were divided into three different groups receiving different instructions: Focus on Form Instruction (FoF) (Dictogloss task), Focus on Meaning Instruction (FoM) (Reading and Discussion task), and Focus on Forms (FoFs) Instruction (Word lists). The first two groups were experimental groups, and the last group was control group. The results of this research indicated that learners in FoF group achieved significantly higher scores than those in FoM and FoFs. Also, learners' scores in FoM group were significantly higher than FoFs group. These findings were justified by main features of FoF tasks (dictogloss) including depth of processing hypothesis, discovery learning, pushed output, noticing hypothesis, awareness raising, negotiation, collaboration, and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01