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The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English
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Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense
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In: Languages; Volume 7; Issue 1; Pages: 40 (2022)
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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021)
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“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
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A study into the effects of two Focus on Form interventions on the acquisition of the agreement verb modification (dataset) ...
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Docenthandleiding lespakket behorend bij 'A study into the effects of two Focus on Form interventions on the acquisition of the agreement verb modification' ...
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“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
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In: Canadian Journal of Applied Linguistics; Vol. 23 No. 1 (2020); 93-116 ; Revue canadienne de linguistique appliquée; Vol. 23 No. 1 (2020); 93-116 ; 1920-1818 ; 1481-868X (2020)
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The Effects of Form Focused Instruction and Captioning on Second Language Development
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Abstract:
An essential component in the L2 acquisition process is conscious attention to form in the input (Schmidt, 2001). Given that some linguistic forms are inherently less noticeable (e.g., grammatical forms), a central question in the field of Second Language Acquisition (SLA) is how learner attention can be drawn to such linguistic features in order to promote learning. Traditionally, attention-getting strategies such as Textual Enhancement (TE) or Explicit Grammar Instruction (EGI) – two types of Form Focused Instruction (FFI) – have been used to counteract these low salience effects. The usage of these techniques, however, has for the most part been limited to the written modality with few studies investigating the role of multimodal input (i.e., aural, visual and pictorial input) in facilitating grammar acquisition. One promising multimodal technique which has been the focus of much recent research is that of captioned video. Extensive research from the last three decades has demonstrated its effectiveness in L2 comprehension and vocabulary learning (Vanderplank, 2010). However, little attention has been paid to its potential in supporting grammar learning, a challenging area of L2 acquisition. The studies presented in this dissertation aim to extend previous research on captioning and L2 acquisition by targeting grammar learning. They additionally build upon existing research by exploring how FFI techniques such as EGI in combination with captioned video, and salience-raising manipulations through TE within the caption line might aid in facilitating grammar development. Studies 1 and 3 of this dissertation explore the role of FFI + captioned media in the L2 Spanish classroom through two separate random-allocation field experiments. Altogether, the findings of these studies confirm the effectiveness of captioning on vocabulary, illustrate the extra difficulties of grammar, and help inform which types of constructions might be assisted by captioning. Study 2 of this dissertation assesses effects of different designs of TE video captions on learners’ immediate uptake of grammatical constructions in L2 Spanish. The findings of Study 2 offer key methodological insights for fine-tuning the amount of enhancement that might be required for successful learner uptake through TE. ; PHD ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; https://deepblue.lib.umich.edu/bitstream/2027.42/149788/1/mcintron_1.pdf
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Keyword:
captioning; form focused instruction; language and technology; morphosyntax; Psychology; second language acquisition; Social Sciences
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URL: https://hdl.handle.net/2027.42/149788
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Form-focused Instruction in the Mainstream Classroom: Effects on the Grammatical Development of Adolescent English Language Learners
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L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde
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Are EFL Learners and Teachers in the Same Camp? A Study on Form-focused Instruction
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 65-77 (2016) (2016)
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Transfer of Grammatical Knowledge into ESL Writing
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 47-64 (2016) (2016)
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Towards the validation of a scale for measuring the load of form focus and meaning focus of textbook activities in foreign language teaching
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 15, Nº. 1, 2016, pags. 129-149 (2016)
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Implementing Task-Based Instruction to Facilitate Language Learning: Moving Away from Theory
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In: TEFLIN Journal, Vol 12, Iss 1, Pp 49-59 (2015) (2015)
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The Effect of Input Flooding and Explicit Instruction on Learning Adverb Placement in L3 French
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In: Canadian Journal of Applied Linguistics; Vol. 18 No. 2 (2015); 1-27 ; Revue canadienne de linguistique appliquée; Vol. 18 No. 2 (2015); 1-27 ; 1920-1818 ; 1481-868X (2015)
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Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080 (2014)
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Differential effects of explicit form-focused instruction on morphosyntactic development
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In: http://www.tandfonline.com/doi/abs/10.1080/09658416.2013.863899 (2014)
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Form-focused instruction in Irish-medium immersion education: a critical examination of teachers' perspectives and practices. A small-scale qualitative case study
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Spanish future of probability: teaching and learning
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In: Entrehojas: Revista de Estudios Hispánicos (2014)
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