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Effects of Cognitive Comparison during Focus-on-Form Instruction on Japanese EFL Learners’ Acquisition of Grammar

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.14 No.1 (2017.03)바로가기
  • 페이지
    pp.1-15
  • 저자
    Ren Oyama
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A298515

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원문정보

초록

영어
The present study examines effects of focus-on-form (FonF) instruction on the development of the use of the past counterfactual conditional among Japanese learners of English as a foreign language (EFL). The researcher developed instructional techniques for inducing cognitive comparisons by means of a written modeling method. The study included three groups of university students (N = 84): (1) an Explicit FonF group (EFF), which received model texts and explicit grammar instruction after second language (L2) writing; (2) an Implicit FonF group (IFF), which received only model texts after L2 writing; and (3) a Focus on Meaning group (FonM), which engaged in L2 writing only. The results showed that EFF outperformed IFF and FonM, and that IFF outperformed FonM in the written sentence-completion test. The data indicated that approximately 56% of the noticed linguistic features of IFF were for grammar, and that approximately 44% of students in the IFF condition noticed the target form while comparing their own texts and the model texts. The author argues that FonF instruction, which helps L2 learners make cognitive comparisons, has a more significant effect on the development of their productive knowledge of the target form than FonM instruction, in which learners are not involved in making cognitive comparisons.

목차

Abstract
 Introduction
 Literature Review
  The English Past Counterfactual Conditional for Japanese EFL Learners
  Effectiveness of Focus-on-Form Instruction
  Written Modeling as a Form of Corrective Feedback
  Cognitive Comparison and SLA
 Research Questions
 Methodology
  Participants
  Instructional Treatments
  Procedure
  Testing Measure and Data Analysis
 Results
  Results of the Written Sentence-Completion Test
  Results of Noticing the Past Counterfactual Conditional
 Discussion
 Conclusion
 Note
 Acknowledgments
 The Author
 References

키워드

cognitive comparison focus on form written modeling Japanese EFL learners the English past counterfactual conditional

저자

  • Ren Oyama [ Tohoku Gakuin University, Japan ]

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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