Explicit Form‐Focused Instruction and Second Language Acquisition

Ellis, Rod

doi:10.1002/9780470694138.ch31

Cited by 64 publications

(67 citation statements)

References 41 publications

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“…Explicit formfocused instruction (FFI), in which 'learners are encouraged to develop metalinguistic awareness of the rule' (Ellis, 2008, p. 438), has generally been found to be beneficial to second language acquisition (SLA) (Ellis, 2008;Norris & Ortega, 2000;Spada, 2011;Spada & Tomita, 2010). However, results of empirical studies suggest that explicit FFI may have differential effects on different language domains; that is, in comparison with lexical items, grammatical forms might be less susceptible to explicit FFI.…”

mentioning

confidence: 83%

“…According to Ellis (2008), one type of explicit FFI that is especially facilitative is metalinguistic activity such as providing metalinguistic information to the learners and encouraging reflection on and self-repair of their errors. Metalinguistic activity entails awareness both at the level of noticing and at the level of understanding (Schmidt, 2001), so it may foster the development of both explicit and implicit L2 knowledge.…”

Section: Explicit Ffi Treatmentmentioning

confidence: 99%

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Differential effects of explicit form-focused instruction on morphosyntactic development

Lyster

2014

Language Awareness

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This study explores whether and to what degree explicit form-focused instruction (FFI) facilitates the use of morphosyntactic forms in second language oral production and also whether it has differential effects on morphosyntactic forms with different linguistic variables. Twenty-seven university-level Chinese EFL participants were randomly assigned to a control group and an experimental group. While the control group watched a television episode in English, the experimental group completed two form-focused activities (rule review and self-correction) designed to draw their attention to noun plural, past tense, and third-person singular in English in their oral production. All participants completed oral production pre-and post-test measures, the results of which showed that explicit FFI promoted the use of the target forms and that the facilitative effects were dependent on the complexity and regularity of the morphosyntactic forms. Regular (as opposed to irregular) and more complex morphosyntactic forms appeared to benefit more significantly from explicit FFI.

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mentioning

confidence: 83%

Section: Explicit Ffi Treatmentmentioning

confidence: 99%

Differential effects of explicit form-focused instruction on morphosyntactic development

Lyster

2014

Language Awareness

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“…A focus on form entails a focus on the formal elements of the language; whereas focus on forms is limited to such a focus, and focus on meaning exclude it". They suggested that focus on Ellis (2001) stated planned focus on form (enriched input and focused communicative) has drawn extensively on the computational model of SLA which is related to input and production. Enriched input states learners are invited to focus on meaning which are incidental rather than intentional.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners

Pishghadam¹,

Khodadady²,

Rad³

2011

ELT

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This study attempts comprehensively to investigate the effect of form versus meaning-focused tasks on the development of collocations among Iranian Intermediate EFL learners. To this end, 65 students of Mashhad High schools in Iran were selected as the participants. A general language proficiency test of Nelson (book 2, Intermediate 200A) was used to measure their general language ability. Moreover, a teacher-made collocation test was implemented to examine the participants' collocation knowledge. Participants were divided into: form-focused instruction group (FFI), meaning-focused instruction (MFI) group, and a control group. The FFI group performed dictogloss task (DT) which focused on both target items and meaning. The MFI group assigned communicative task (pair /group discussion task) which did not required attention to the target items. The control group is designated as the Conventional Group, simply to reflect the fact that they did not receive focus-on-form instruction but rather received combination of explaining collocation or new vocabulary and reading a text silently to mention its main idea or answer to comprehension questions. The results revealed the fact that FFI group (dictogloss task) significantly outperformed the other two groups on the collocation test.

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“…Many of the principles of CR discussed above find realization in Fotos & Ellis' (1991) interpretive tasks later work (Ellis, 1995(Ellis, , 1999(Ellis, , 2001(Ellis, , 2002. Unlike traditional grammar teaching which focuses on output (the production of the grammatical structure taught), interpretation-based grammar tasks highlight the importance of input, the learners' comprehension of the grammar point.…”

Section: A Framework For Explicit Grammar Instructionmentioning

confidence: 99%

The Dative Case for Comprehension-Based Grammar Teaching

Journal¹,

Zeddari²

2017

Preprint

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This paper presents a comprehension-based model for explicit grammar instruction. It argues that the process of grammar teaching and learning can better be treated as a communicative event with content drawn from pedagogically relevant aspects of contrastive linguistic analyses of the first language (L1) and the second language (L2). Within a task-based pedagogy, L2 learners can be engaged in concept-forming activities that allow them to develop an understanding of the target grammatical features to facilitate later interlanguage restructuring. This model is illustrated with an exercise in the English dative alternation based on a contrastive analysis of this lexicosyntactic phenomenon in English, the target language and Moroccan Arabic, the students' L1.

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Explicit Form‐Focused Instruction and Second Language Acquisition

Cited by 64 publications

References 41 publications

Differential effects of explicit form-focused instruction on morphosyntactic development

Differential effects of explicit form-focused instruction on morphosyntactic development

The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners

The Dative Case for Comprehension-Based Grammar Teaching

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