A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing

Shabani, Karim; Hosseinzadeh, Somayeh

doi:10.1080/17501229.2017.1361959

Cited by 5 publications

(4 citation statements)

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“…As for reactive FonF activities, they encompass negotiation and are usually triggered by a problematic area or an error in the EFL learners' speech or writing. Conversely, preemptive (or proactive) FonF activities draw learners' attention to a certain linguistic form that represents a gap in their L2 knowledge although no real problem has been identified in the EFL learner's performance (Alcón, 2007;Baleghizadeh, 2010;Marzban & Mokhbari, 2012;Ellis, 2015;Bandar & Gorjian, 2017;Kamiya, 2018;Adloo & Rohani, 2019;Shabani & Hosseinzadeh, 2021).…”

Section: Fonf Lessons Classificationsmentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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Section: Fonf Lessons Classificationsmentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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“…Previous studies on the impact of FFI on L2 acquisition focused primarily on syntax, covering learners’ native language in English, German, French, and Spanish. Most of these studies found that FFI can promote L2 syntactic acquisition ( Koster and Cadierno, 2019 ; Shabani and Hosseinzadeh, 2019 ; Trahey and Spada, 2020 ). The researchers also investigated the teaching conditions that could potentially improve the role of FFI.…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers

Chen

2022

Front. Psychol.

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Form-focused instruction (FFI) can help second language (L2) learners notice the forms of language, which is conducive to the acquisition of linguistic forms. Two types of FFIs had been proposed, including focus-on-formS (FonFs) and focus-on-form (FonF). Previously, studies on FFI in L2 classroom teaching have focused mainly on the influence of two types of FFIs on the L2 acquisition of grammar and vocabulary. The influence of FonFs and FonF on L2 oral production, however, has been addressed less often. The advantages and disadvantages of different teaching methods in FonFs and FonF have not been well investigated. On the basis of Schmidt’s noticing hypothesis, VanPatten’s input processing hypothesis, and Long’s interactive hypothesis, we investigated the effects of teaching goals, teaching steps, and interactive activities in FonFs and FonF on the complexity, accuracy, and fluency of 32 native Korean speakers’ L2 Chinese oral production. We found that FFI significantly improved the performance of L2 Chinese oral production, although different FFIs had different effects on complexity, accuracy, and fluency. FonF and FonFs could improve both complexity and accuracy, whereas FonF also significantly improved fluency, which was not observed in FonFs. Furthermore, we found that the level of L2 proficiency could modulate the interaction between instruction methods and learning outcomes. For low-proficiency learners, FonF was more helpful for the improvement of fluency. For high-proficiency learners, FonFs was more helpful for the improvement of accuracy. These results demonstrated that teachers should pay attention to the interaction between specific teaching conditions with different L2 proficiency and learning outcomes when implementing FFI. The findings of this study have important implications for the design of procedures and interactive activities of L2 spoken Chinese teaching.

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“…Approaches to language teaching with an emphasis on grammar are examined with the above theories, hypotheses, and techniques; however, each context has its own merits or cons. For example, in Iranian EFL context, Shabani and Hosseinzadeh (2019) conducted a quasi-experimental study with pre-emptive and reactive FoF techniques. They concluded that students developed their L2 writing accuracy in both techniques, which offered the form in learners' attention.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction

Akbana

Yavuz

2021

Eğitimde Kuram Ve Uygulama

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A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing

Cited by 5 publications

References 45 publications

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers

English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction

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