Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production

Bakshiri, Naeimeh; Mohammadi, Mojtaba

doi:10.1016/j.sbspro.2014.03.424

Cited by 3 publications

(5 citation statements)

References 20 publications

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“…The findings of the study indicated that focus on form helped the learners in the treatment group produce a significantly higher frequency of accurate simple past tense and past perfect tense than the control group. The first finding of the study was further supported by Bakshiri and Mohammadi (2014) who found that proactive focus on form were more effective than reactive focus on form in improving the grammar of Iranian EFL learners. The findings of Gezmiş's (2011) study bore a resemblance to the findings of the current study in that in both studies the effectiveness of planned focus on form was measured and it was found to be more effective.…”

Section: Discussionmentioning

confidence: 57%

“…The findings from the progress achievement test are parallel with the following research findings in the SLA literature related to focus on form. The studies which were carried out in different parts of the world indicated that the learners who received focus on form were superior to the learners who did not receive focus on form (Lyster, 2004;Othman & Ismail, 2008;Gezmiş, 2011;Elgün-Gündüz, Akcan, & Bayyurt, 2012;Bakshiri & Mohammadi, 2014;Nourdad & Aghayı, 2014). Lyster's (2004) study revealed that form focused instruction was effective in immersion classrooms in which the instruction provided learners balanced opportunities for noticing, language awareness and controlled practice with feedback rather than instruction that overemphasized negotiation of meaning in oral tasks.…”

Section: Discussionmentioning

confidence: 99%

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Investigating the effectiveness of planned focus on form method in teaching young learners English as a foreign Language

Arslan¹,

Doğan²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study aimed at investigating the effectiveness of planned focus on form method in the acquisition of target language forms in English. The study specifically examined the planned focus on form method and the teaching model in the textbook of the 5 th graders in terms of the attainment of the objectives of the target unit 'Health'. The participants of the study were 5 th grade learners (n= 60) studying at a state secondary school in Milas in the district of Muğla province in Turkey. The research was a quasi-experimental research design in which two intact 5 th grade classes were assigned as experimental and control groups. The data collected from pre-test, progress achievement tests, and the post-test were analysed using the SPSS 17.0 statistical programme. The progress achievement test scores and post-test scores of the subjects were analysed through independent samples t-test in order to analyse which instructional treatment was more effective in reaching the objectives of the unit. Repeated measures ANOVA test was also administered in order to measure the effects of the treatment in time, which indicated that both treatment types were effective in increasing the learners' scores from pre-test to post-test. The statistical analysis of data indicated that planned focus on form was significantly more effective than the regular instruction according to the results of the progress achievement tests [t(58)= 2.67; p=0.010]. The results of the post-test did not indicate a statistically significant difference between the two groups [t(58)= -1.058: p= 0.294], the experimental group (M=60.86) performed better than the control group (M=55.06) in the post-test, though.

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Section: Discussionmentioning

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Investigating the effectiveness of planned focus on form method in teaching young learners English as a foreign Language

Arslan¹,

Doğan²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…Many methods, techniques or strategies have been proposed, used and investigated such as inductive vs. deductive methods, explicit vs implicit teaching of grammatical patterns, form-focused instruction vs. forms-focused instruction, proactive vs. reactive focus on form, in separate (isolated) activities or within the context of communicative activities (integrated). The results implied that all strategies can be beneficial, depending on the language feature to be learned, as well as characteristics of the learner, the learning conditions and perception (Agustien, 2016;Bakshiri & Mohammadi, 2014;Marzban & Mokhberi, 2012;Sik, 2015;Spada & Lightbown, 2008). The present study offered strategies in teaching passive voice and explanations about how to deal with some possible problems in teaching this problematic topic.…”

Section: Introductionmentioning

confidence: 77%

Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice

Mallipa¹,

Murianty²

2020

LEEA

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Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context. Keywords: Teaching Instructions, Lesson Study, Passive Voice

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“…However, further research could be done to identify which teaching methods are both effective and manageable. Although the proactive teaching of formal grammar has been found to be effective (Bakshiri & Mohammadi, 2014), proactively teaching the technical aspects of metadiscourse may seem timeconsuming and intimidating to practicing English teachers. Considering that the present results suggest that upper secondary pupils seem capable of adjusting their use of metadiscourse to suit the target genre, engaging pupils in analysing textual features and writing across a range of genres may be a more viable option in order to prepare them for the various tertiary and professional discourse communities that await them (Hirvela, 2004;Hyland, 2007b;Kuteeva, 2013;.…”

Section: Discussionmentioning

confidence: 99%

“…However, studies that have compared proactive and reactive approaches to grammar teaching have tended to report that proactive ones are more successful (Bakshiri & Mohammadi, 2014). Further research could also investigate whether proactive approaches are more effective for teaching metadiscourse.…”

Section: Implications For English Writing Instructionmentioning

confidence: 99%

Metadiscourse in Upper Secondary English Essays: Exploring Genres in L1 and L2 Educational Contexts

Thomson¹

2021

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This exploratory research project aims to investigate metadiscourse features in English essays written by upper secondary pupils attending schools in Norway, Sweden and the UK. Metadiscourse refers to the linguistic features that authors use to interact with their readers. This project recognises two main types of metadiscourse: signposting and stance. Signposts are words and phrases that authors use to guide their readers through the unfolding text. Stance markers are used to offer evaluations, navigate knowledge claims, and anticipate reader reactions. A large body of research has investigated the use of metadiscourse in professional and tertiary-level educational settings. However, comparatively few studies have investigated metadiscourse features in pre-tertiary essay writing. This research project contributes to this currently limited pool of research by analysing metadiscourse in final- year upper secondary pupils’ English essays in both L1 and L2 educational contexts. Furthermore, by incorporating interview methods, this research also aims to investigate English teachers’ general views towards metadiscourse and to what extent their instruction affects their pupils’ compositional decisions. The project involved collecting a corpus of non-fiction essays and holding interviews with teachers in upper secondary schools situated in Norway, Sweden and the UK. The essays were written for assignments set by teachers and grouped in five genres: political essays, literary essays, opinion pieces, linguistic investigations and commentaries. A metadiscourse taxonomy was adapted based on previous studies and a close reading of a sub-sample of 50 essays. The resulting taxonomy, which comprises 26 sub-categories and accounts for over 1,000 metadiscourse types, was utilised in four steps. Firstly, the types were used to electronically scan the corpus using a concordancing program. Secondly, the concordance lines were manually read to filter out non- metadiscoursal results. Thirdly, the number of each metadiscourse sub-category per 1,000 words in each essay was calculated. Finally, the descriptive statistics and concordance lines were used to identify trends regarding the use of each sub-category in the corpus. Additionally, semi- structured interviews were held with 19 teachers to gain insight into the metadiscourse-related advice they offered their pupils. The interview data were used to supplement the interpretation of the results from the textual analysis. The findings are reported in four articles that each focus on separate aspects of metadiscourse and different stages of the research process. Article 1 reports results from a preliminary study using a sub-set of 56 essays collected from the Norwegian and UK schools. This preliminary analysis was conducted in order to devise the adapted taxonomy, as well as to gain insight into the pragmatic usage of metadiscourse features in the upper secondary essays. Article 2 reports the results from an analysis of signposts in a corpus of 115 essays from the Norwegian, Swedish and UK schools, supplemented by data from the teacher interviews. Whereas the pupils frequently used a wide range of linguistic features to explicitly signal sentential relations, their use of markers that signal structural relations was somewhat sporadic, probably due to the short length of the essays. Although signposts were used similarly across the three educational contexts, their usage seemed to reflect the purposes of the target genres. While the UK teachers tended not to address the use of these features, the teachers in Norway and Sweden tended to provide pupils with decontextualised lists of signposts, which raises questions about whether upper secondary teachers in these L1 and L2 contexts should offer more explicit instruction in the pragmatic use of organisational features. Article 3 reports results from an analysis of epistemic stance and engagement features in the same corpus, alongside data from the teacher interviews. The pupils used a wide range of features to navigate knowledge claims, draw on extra-textual material, and anticipate reader reactions. These features seemed to be used in ways that reflected the communicative purpose of the target genre. The findings also indicated that the pupils sometimes used boosters inappropriately, which suggests pupils at this level may benefit from explicit instruction in the appropriate use of these features. The interviews revealed that the teachers offered advice regarding epistemic stance and engagement features, but this was sometimes inconsequential, categorical, or outdated. Article 4 reports results from an analysis of attitude markers in 135 essays collected from the Norwegian, Swedish and British schools. For this study, 218 attitude markers belonging to four sub-categories were used to scan the corpus. The results revealed the wide range of types that the pupils used to offer their affective evaluations of the material in question and how these varied across the educational contexts and genres. While many other metadiscourse features seemed to be used similarly across the educational contexts, attitude markers were more varied and frequent among pupils in the UK. This may be explained by several factors, such as the UK pupils having a broader lexical vocabulary, or that the UK genres required pupils to more frequently offer their affective reactions. Overall, these articles offer insight into the wide range of linguistic features that pupils rely on to signal textual relations, negotiate knowledge claims, engage readers, and express attitudes. On the one hand, many of these features seemed to be used at relatively similar frequencies across the three educational contexts. This might demonstrate the seemingly high written proficiency of L2 learners of English in Norway and Sweden. Alternatively, this may partly be due to the linguistic similarities of Norwegian, Swedish and English, enabling the Scandinavian upper secondary pupils to directly transfer many metadiscourse features from their L1s to English with relative success. On the other hand, metadiscourse usage seemed to reflect the communicative purposes of the target genres. Other factors may also have influenced the pupils’ metadiscourse usage, such as teacher advice, essay writing prompts, and individual preferences. The interview data suggest that the teachers tended to offer advice that was somewhat disconnected from professional writing practices, which consequently requires further investigation. This project contributes to the field by offering insight into the types, frequencies and usage of metadiscourse features among this under- researched group. The analysis required compiling an adapted taxonomy that accounts for the idiosyncratic types and sub-categories that characterised the corpus, which provides a comprehensive starting point for future studies that aim to investigate how metadiscourse features are used in pre-tertiary educational contexts. A further major contribution of this project is the use of interview methods to investigate teacher views regarding metadiscourse-related instruction. The findings have implications for teachers who aim to develop their pupils’ pragmatic knowledge of how signposts and stance markers vary across different genres. Engaging pupils in writing essays of varying lengths across a range of genres can contribute to preparing them for the written demands they are likely to face in higher education and among professional discourse communities.

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Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production

Cited by 3 publications

References 20 publications

Investigating the effectiveness of planned focus on form method in teaching young learners English as a foreign Language

Investigating the effectiveness of planned focus on form method in teaching young learners English as a foreign Language

Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice

Metadiscourse in Upper Secondary English Essays: Exploring Genres in L1 and L2 Educational Contexts

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