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Formal Instruction and the Acquisition of Linguistic Features

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.5 No.2 (2008.06)바로가기
  • 페이지
    pp.35-58
  • 저자
    Masoud Rahimi Domakani
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182178

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원문정보

초록

영어
Formal instruction is at the heart of the debate in language acquisition and has been subject to controversy and discussion among researchers. Recent studies have witnessed a reaction to the hypothesis that comprehensible input is sufficient for second language (L2) acquisition and, conversely, they emphasize the role of instruction. This paper investigates the definition of the role of different types of form-focused instruction in L2 English acquisition. Two research questions were defined for the study: 1) Do differences in the type of instructional treatment lead to differences in language learning? 2) Do differences in the types of instruction also display different long-term effects? The subjects were three groups of adult college students from the Shahrekord University who were enrolled in a general English course. They received three types of instructions: Focus-on- Meaning (FonM), implicit Focus-on-Form (ImFonF) and explicit Focused on-Form (ExFonF). The target linguistic features were passive syntactic structures. These features were selected based on the results of placement tests indicating that the participants had difficulty in those domains. The findings of the study indicate that the instructional treatment lead to differences in language learning in the short-term. The results for the long term effects display a complex picture of gains depending on the instruction, the nature of the target linguistic features and the modes of assessment tasks. The implications of the findings for both research and pedagogy are presented.

목차

ABSTRACT
 INTRODUCTION
 PARTICIPANTS
 INSTRUCTIONAL MATERIALS
 ASSESSMENT TASKS
 PROCEDURES
 DATA ANALYSIS
 RESULTS
  Does Type of Instruction Make a Difference?
  Does Type of Instruction have Long Term Effect?
 DISCUSSION
 CONCLUSION
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

formal instruction FonM ImFonF and ExFonF

저자

  • Masoud Rahimi Domakani [ Shahrekord University ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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