A Comparative Study of the Effects of Teacher-Initiated Planned Preemptive and Reactive Focus on Form on L2 Learners' Accuracy in Narrative Writing

Autor/inn/en	Shabani, Karim; Hosseinzadeh, Somayeh
Titel	A Comparative Study of the Effects of Teacher-Initiated Planned Preemptive and Reactive Focus on Form on L2 Learners' Accuracy in Narrative Writing
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shabani, Karim) ORCID (Hosseinzadeh, Somayeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1361959
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Teaching Methods; Instructional Effectiveness; Language Usage; Experimental Groups; Control Groups; Pretests Posttests; Instructional Materials; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Sprachgebrauch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland
Abstract	Although researchers in the area of second language acquisition agree on the effectiveness of form-focused instruction, there is little consensus on the appropriate time to direct learners' attention to linguistic items, that is, whether before or after the error occurrence [Nassaji, H. 2010, "The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms." The Canadian Modern Language Review 66 (6): 907-933; Panahzade, V., and J. Gholami. 2014, "The Relative Impacts of Planned Preemptive vs. Delayed Reactive Focus on Form on Language Learners' Lexical Resource." "The Journal of Language Teaching and Learning" 4 (1): 69-83]. In this regard, adopting a quasi-experimental design, the present study attempted to compare the effects of two techniques of focus on form (FonF), namely "teacher-initiated planned preemptive" and "reactive FonF," on the accurate use of English third person singular -s in L2 learners' narrative writing. Thirty-two English learners selected out of a total of 70 following a Quick Oxford Placement Test were randomly classified into two groups (one experimental and one comparison) each receiving a different FonF instruction during narrative tasks. Analysis of the groups' performance on the pretest, immediate posttest, and delayed posttest revealed that both techniques were equally beneficial in bringing the form in focus to the center of the learners' attention. It can, therefore, be suggested that the teachers need to observe the time when deciding to draw the learners' attention to the linguistic forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01