The Effect of Incidental Focus on Form on EFL Learners’ Grammatical Accuracy

Somaieh Abdollahzadeh

Abstract


Focus on form instruction is a kind of instruction that draws students, attention to linguistic elements as they arise incidentally in meaning based instruction.  There are different types of focus on form instruction. The present study was designed to investigate the effect of incidental focus on form on grammatical accuracy among Iranian L2 learners. Eighty learners from Sahand language Institute in Miandoab after taking grammatical judgment test which was administered to homogenize them, were placed in two control and experimental groups. Learners in experimental group received feedback through recasting during retelling the reading passage according to principles of Jigsaw task. But learners in control group did not receive any feedback. After treatment, which lasted for eight sessions, post-test was given to both control and experimental groups to observe the difference resulted from the treatment. To be sure about the significance of the difference between post-test means of both groups, a t-test was used. The results at the end supported the hypotheses of the study and positive effect of incidental focus on form on grammatical accuracy of L2 learners. After that, for the purpose of analyzing the effect of incidental focus on form on accuracy of pronouns, tenses, articles and propositions separately, other tests (pronoun, article, tense, proposition tests) was given to the learners in both control and experimental groups. The data collected was computed through t-test which revealed that the effect of incidental focus on form on grammatical accuracy of articles is greater than pronouns and tenses but incidental focus on form didn’t have any effect on accuracy of propositions. Pedagogical implications have been discussed.

Keywords:  Focus on form, Incidental focus on form, recast, task, Accuracy


Full Text:

PDF

References


Ahamad Shah, M.I. (2003). Language learning content-based English as second language(ESL) Malaysian Classrooms. Journal of Language and Learning, 1(2), PP.1740 – 4983.

Akbari, R. (2005). Recent development in foreign language teaching. Foreign language Teaching Journal, Vol. 19, No.75, PP. 39- 46.

Batstone, R. (2007). Recontextualizing focus on form. In H. Nassaji & S. Fotos, Form- focused instruction and teacher education studies in honour of Rod Ellis (pp. 87-99). Oxford: Oxford University Press.

Brown, H. D. (2001). Teaching by principles (2nd). San Francisco State University.

Blin, F; & Appel, C. (2003). Focus on form and ICT in language learning and teaching- Staff development workshop. Teaching and Learning. Retrived on June, 2003 http://www tlf/2002-2003/sml-prj-0/3

Cross, J. (2002). 'Noticing' in SLA: Is it a valid concept? TESL, 6, pp.1-8.Retrived on May 10, 2006 from http: // www-writing. Berkeley. Edu/TESL-Ej/ej 23/a2.html

DeKeyser, R. M. (1998). Beyond focus on form. Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J.Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press.

Doughty, C. & Williams, J. (1998a). Pedagogical choices in focus on form. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisi¬tion (pp. 197-261). Cambridge: Cambridge University Press.

Doughty, C. & Williams, J. (1998b). Issues and terminology. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition. (pp. 1-11). Cambridge: Cambridge University Press. Doughty, C; & Varela, E. (1998). Communicative focus on form. In C.Doughty & J. Williams (Eds), Focus on Form in classroom language acquisition. PP. 115-138, Cambridge: Cambridge University Press.

Doughty, J. C; & Long, H. M. (2003). Optimal psycholinguistic environment for distance foreign language learning. Language Learning & Technology Vol. 7, No. 3, September 2003, pp. 50-80.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2001). Investigating form-focused instruction. Language learning, 51(1), 1- 46.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University press.

Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus on form. System, 30, pp. 419-432.

Ellis, R. (2003). Becoming grammatical. Language Teaching & Learning,7.

Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7(3). Retrieved on April 10, 2006 from http://www.asian-efl-journal.com/sept_05_re.pdf principles of instructed language learning. Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? Applied Linguistics, 9.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.

Farrokhi, F., & Gholami, J. (2007). Reactive and preemptive language related episodes and uptake in an EFL Class. Asian EFL Journal, 9

Grami, M. A. (2005). The Effect of teachers’ written feedback on ESL students’ writing: A Study on a Saudi ESL University-Level Context,Language Teaching, 2, pp. 9-22.

Gray, R. (2000). Grammar correction in ESL/EFL writing classes may not be effective. The Internet TESL Journal, Vol. X, No. 11, Retrived November 2004 From http://iteslj.org/Technique/Gray-writing correction.html

Gulcat, z; & Ozagac, O. (2004). Correcting and giving feedback to writing. Journal of Second Language Writing, 7. Hally, H. M; & Rentz, P. (2002). Applying SLA research and theory to practice: What can a teacher do? Retrieved March 2002 from http://test-ej.org/ej20/toc.html

Han, Z. H. (2001). Integrating corrective feedback into communicative language teaching. Language Teaching & Learning, 13.

Harley, B. (1998). The role of focus-on-form tasks in promoting child L2 acquisition. In C.

Doughty & J. Williams (Eds.). Focus on Form in Classroom Second Language Acquisition (pp.156-174). New York: Cambridge University Press.

Harmer, J. (2001). The practice of English language teaching. (3rd).Longman publications.

Hatch, E. & Farhady, H. (1981). Research design and statistics for Applied linguistics. Tehran: Rahnoma Publication

Hauser, E. (2001). Corrective recast in interaction. Second language studies, Vol. 20, No.1 PP.79-98.

Hwa, Y. L; Soon Fook, F; Atan, F; Majid, O; & Su Luan, W. (2007).A study on different types of feedback in a language multimedia courseware. Retrived April 2007 from http://www.itdl.org/index.html

Johnson, K; & Johnson, H. (Eds). (1998). Encyclopedic dictionary of applied linguistics. Blackwell Publishers.

Johnson, D. (2001). Focus on form in task-based language teaching.National Center for Adult ESL Literacy Education (NCLE).

Kim, J. H. (1998). The Effectiveness of Focus on Form. Modern Language Journal, 8.

Lantolf, J. P. (2007). Conceptual knowledge and instructed second language learning: a sociocultural perspective. In H. Nassaji & S. Fotos, Form-focused instruction and teacher education studies in honour of Rod Ellis. Oxford: Oxford University Press.

Levy, M., & Kennedy, C. (2004). A task-cycling pedagogy using stimulated reflection and audio conferencing in foreign language learning. Language learning & Technology, 8(2), 50-68.

Lightbown, P. M. (1998). The importance of timing in focus on form. In.C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177- 196). Cambridge, England: Cambridge University Press.

Long, M. H. (1997). Focus on form in task-based language teaching. Second language acquisition, 8.

Long, M. H; & Robinson, P. (1998). Focus on Form: theory, research and practice. In C. Doughty & J. Williams (Eds), Focus on Form in classroom second language acquisition, PP. 15-41, Cambridge:Cambridge University Press.

Long, H. M., & Doughty, J. C. (2003). Optimal psycholinguistic environment for distance foreign language learning. Language Learning & Technology Vol. 7, No. 3, September 2003, pp. 50-80.

Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, Vol. 19, PP. 37- 66.

Mirhasasani, A., & Rahmani, N. (1382). Reading Skillfully 2. Language Publications.

Mackey, A., & Philip, J. (1998). Conversational interaction and second language development: Recasts, responses, and red Herrings? The Modern Language Journal, 82, pp. 338-356.

Morris, F. (2005). Child to child interaction and corrective feedback in a computer mediated L2 class. Language Learning & Technology Vol. 9, No. 1, pp. 29-45.

Nassaji, H. & Fotos, S. (2007). Issues in form focused instruction and teacher education. In H. Nassaji & S. Fotos, Form-focused instruction and teacher education studies in honour of Rod Ellis. Oxford: Oxford University Press.

Nunan, D. (1989). Designing tasks for communicative classroom. Cambridge University Press.

Nunan, D. (2003). Task based language teaching. Cambridge University Press.

Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterely, 25, 279-295.

Nunan, D. (1999). Second language teaching and learning. Boston. Heinle & Heinle Publishers.

Nunan, D. (2001). Aspects of task-based syllabus design. Linguistic issues. Retrived July 12, 2007 from http: //www 3. telus.net/linguisticsissues/syllabusdesighn.html

Oxford, L. (2006). Task-based language teaching and learning: An overview [Electronic version]. Asian EFL Journals, 8, 94-121. Retrieved September 10, 2007 from: http://www.asian-efl

Pica, T. (2007). Time, teacher, and tasks in focus on form instruction. In H. Nassaji & S. Fotos, Form-focused instruction and teacher education studies in honour of Rod Ellis. Oxford: Oxford University Press

Poole, A. (2005). Focus on form instruction: foundations, applications, and criticisms. The Reading Matrix: An International Online Journal, 5(1). Retrieved May 1, 2005, from http://www.readingmatrx.com

Rosalia, C. (2000). Error correction in SLA classrooms: The use of recasts. Language Learning, 36. Shmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 17-46.

Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds); Challenge and change in language teaching (pp. 22). Macmillan Heinemann English Language Teaching.

Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.

Stephanie, J. (2000). Effects of keyword in context input enhancement on the acquisition of French critic pronouns National Foreign Language Center, 9,63-82.

Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.

Urano, K. (2000). Typographical input enhancement on the Web: Its Potential in L2 Research and Pedagogy. L2 Educationa Technology, 14

White, J. (1998). Getting the learners' attention. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press. Williams, J. (2001). Learner-generated attention to form. Language Learning, 51. Supplement 1, 303-346.

Williams, J. (2003). Providing feedback on ESL students' written assignments. The Internet TESL Journal, 7(10), Retrieved October, 2003 from: http://iteslj.org/Techniques/Williams-Feedback.html

Willis, J. (2000). A Holistic approach to task-based course design. Retrieved April, 2004, from file http://Langu.hyperChabu.Ac.Jp/Jalt/Pub/tlt/2000/feb/Willis,html.

Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and online planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, pp 1-27.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.