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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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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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Abstract:
This project investigates how the acquisition of the future of probability in Spanish can be facilitated through classroom instruction, taking into consideration what L1 English and L1 French learners of L2 Spanish bring to the process of acquisition of this linguistic feature and how language instructors may need to manipulate the input to facilitate learning. We designed an experiment which measures different outcomes of form focused and meaning based instructional methods compared to the one currently used at the University of Ottawa in the Spanish program. We have developed grammaticality judgment and limited written production tasks. We also consider long-term effects of the instruction based on the results of the delayed posttest. Our preliminary results suggest that there is an advantage of meaning based instruction over the form focused one on both tests. At the same time, both instructional methods have had more positive effect on the learner acquisition compared to the results of the control group in both explicit and implicit knowledge. As expected, French L1 learners have a slight benefit over the English L1 learners due to the positive transfer from their L1 into L2 Spanish.
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Keyword:
and Multicultural Education; Bilingual; classroom instruction; European Languages and Societies; focus on meaning instruction; form focused instruction; language pedagogy; Multilingual; SLA; Spanish future of probability; Spanish Linguistics
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URL: https://ir.lib.uwo.ca/entrehojas/vol3/iss2/1
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