Abstract  This study examined grade 4-6 English teachers’ preferred approach regarding the timing of grammatical instruction, developed and distinguished by Spada and Lightbown (2008) as isolated and integrated form-focused instruction (FFI). Both isolated FFI and integrated FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI takes place separately from communicative activities, while integrated FFI occurs during communicative activities. Using this theoretical distinction, Valeo and Spada (2016) developed teacher and learner questionnaires. The teacher questionnaire, along with observations, was used in the current study to investigate the views of teachers in the context of Swedish compulsory school. Quantitative and qualitative analyses of the questionnaire and observation data shows a preference for integrated FFI across all grades (grade 4, grade 5 and grade 6). At the same time, many teachers expressed the value of isolated FFI. The views of the teacher in this study align with previous research claiming that isolated and integrated FFI should not be mutually exclusive. Consistent with Valeo and Spada (2016), the teachers of this study pointed out that context, individual pupils and teacher beliefs may have an impact on decisions regarding the timing of grammatical instruction.

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No description available.

This study was an examination of the effects of explicit form-focused instruction on the English development of Japanese university students during a seven-week intervention. Speaking proficiency development is a continuous challenge for most EFL learners who have limited exposure to the target language outside the classroom. Within the communicative language teaching paradigm, task-based language learning (TBLT) has been considered an effective approach for developing students’ speaking proficiency. However, while TBLT has been increasingly implemented in English language classrooms, investigations in which explicit form-focused instruction has been integrated into task based speaking tasks are limited. This longitudinal classroom-based study had five purposes. The first purpose was to examine the development of speaking proficiency in terms of syntactic complexity, syntactic accuracy, and oral fluency. The second purpose was to examine the development of speaking proficiency by comparing learners who received form-focused instruction with those who did not receive form-focused instruction by examining differences in their syntactic complexity, syntactic accuracy, and oral fluency development. The third purpose was to quantitatively and qualitatively examine the week-to-week trajectory of changes in speaking proficiency development. The fourth purpose was to examine learner affective variables. The final purpose was to examine the participants’ perceptions concerning the development of speaking proficiency based on their self-assessments. The participants were 104 first-year students enrolled in a Japanese university. All of the participants narrated a different four-picture cartoon in English once a week for nine weeks. The participants were divided into one comparison group and two intervention groups: form-focused instruction (FFI) and form-focused instruction and peer feedback (FFI + PF). The form-focused instruction intervention included ten minutes of grammar instruction focused on three past tense forms: simple past, past continuous, and past perfect, as well as ten minutes of peer feedback. Between the pretest and posttest, the FFI and FFI + PF participants received seven weeks of instruction before their weekly cartoon narration. Participants in the comparison group did not receive any weekly interventions. The pretest and posttest narration data of all participants were transcribed and analyzed using six CAF measurements: mean length of T-unit, clause/T-unit ratio, percentage of error-free T-units, percentage of accurate past tense usage, speech rate, and self-repair. Moreover, the pretest and posttest narrations recorded by all of the participants were analytically rated by three raters. From the sample of 104 participants, nine participants (three representatives from each group) were chosen for a week-to-week trajectory analysis in which their six CAF performances were qualitatively and quantitatively analyzed. All of the participants completed two questionnaires after taking the pretest and posttest. I developed both questionnaires based on previous literature related to second language speaking proficiency development. The English Speaking Learner Affect Questionnaire was used to examine differences in participants’ classroom English speaking anxiety, English speaking self-efficacy, and desire to speak English. The Self-Assessment of Speaking Task Questionnaire was used to examine changes in the participants’ self-assessment of their own performances in terms of syntactic complexity, syntactic accuracy, and oral fluency. The results indicated that form-focused instruction was effective at improving the participants’ global syntactic accuracy and their accurate use of the simple past tense. However, form-focused instruction did not lead to improvements in syntactic complexity or oral fluency. However, explicit form-focused instruction did not lead to detrimental effects on syntactic complexity or oral fluency; thus, form-focused instruction did not appear to stimulate trade-off effects between syntactic complexity, syntactic accuracy, and oral fluency. The analytical ratings provided by the raters indicated that form-focused instruction did not lead to significant improvements in terms of syntactic complexity, syntactic accuracy, or oral fluency. The results also indicated that the form-focused instruction intervention was effective at quickly improving syntactic accuracy because participants who received both form-focused instruction and peer feedback improved more quickly in the simple past compared to the participants who only received form-focused instruction. However, the participants who improved syntactic accuracy quickly might have experienced trade-offs with oral fluency ability, as improvements in speed fluency were not noted until their syntactic accuracy reached a ceiling effect where their global accuracy and accurate use of simple past tense stopped to improve. The results indicated that form-focused instruction did not influence classroom English speaking anxiety, as there was no significant difference seen between participants who received form-focused instruction and participants who did not. However, an excessive amount of form-focused instruction might have negative impacts on speaking anxiety because the participants who received both form-focused instruction and peer feedback showed an increase in their classroom English speaking anxiety. On the other hand, form-focused instruction had no impact on English speaking self-efficacy and it had positive effects on the desire to speak English because the participants who received both form-focused instruction and peer feedback exhibited a significant increase in their desire to speak English compared to the participants who did not receive form-focused instruction and the participants who received only form-focused instruction. Finally, based on the learners’ self-assessment, form-focused instruction had no effects on speaking proficiency development as there was no difference in self-assessed syntactic complexity, syntactic accuracy, and oral fluency between the participants in the three groups. Participants who received form-focused instruction interventions did not assess themselves to having higher syntactic accuracy despite their improvements on the CAF measures. / Teaching & Learning

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Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction.

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics / M.A. (Applied Linguistics)

This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach. A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task. The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study. / Linguistics and Modern Languages / M.A. (Applied Linguistics)

Cette thèse a été subventionnée par Le Fonds de recherche du Québec – Société et culture (FRQSC) / Dans cette thèse, l’auteur s’est penché sur la question de l’apprentissage/enseignement du vocabulaire en français langue seconde (L2). Depuis plusieurs années, la recherche en L2 fait face à une question essentielle : celle de l’efficacité de différentes approches d’enseignement lexical afin de favoriser l’apprentissage des mots. Certains chercheurs (par ex. Krashen, 1982, 1989) considèrent que l’apprentissage du vocabulaire en L2, tout comme celui des aspects morphosyntaxiques, se produit uniquement de façon incidente pendant l’exposition aux différents échantillons de la langue (c.-à-d., l’intrant) et à travers des activités centrées sur le sens communicatif telles que la lecture de textes. D’autres (par ex. Laufer, 2005, 2006) préconisent une approche plus explicite de l’enseignement du vocabulaire, centrée sur les aspects formels des éléments lexicaux (form-focused instruction). Cette question n’a pas fait l’objet d’une recherche exhaustive, surtout en ce qui concerne les modalités de l’enseignement centré sur la forme (FFI) et le moment approprié (le FFI intégré vs le FFI isolé) pour le fournir, d’où l’importance de cette recherche. Trois études expérimentales ont été effectuées afin d’examiner l’efficacité de différentes approches d’enseignement du vocabulaire en français. Quarante-deux apprenants de français L2 ont participé à deux études de cas multiples (n = 9 et n = 10) et à une étude quasi-expérimentale (n = 23). Les deux premières études ont servi de pilotes pour l’élaboration de la méthodologie de la troisième étude. L'intervention expérimentale (quatre périodes de 45 minutes chacune) ciblant 36 mots a été réalisée à travers trois conditions expérimentales (FFI intégré, FFI isolé et répétition) et une condition de contrôle (apprentissage incident via la lecture). Chacun des participants a bénéficié de toutes les conditions. En d’autres termes, parmi les mots ciblés, certains devaient être appris incidemment, certains à travers une exposition répétée et certains ont été enseignés par le FFI intégré et le FFI isolé. Des tâches lexicales ont été administrées avant et deux fois après l'intervention. Les résultats indiquent les avantages du FFI en comparaison avec l'apprentissage incident et la répétition sans aucune différence significative entre le FFI isolé et le FFI intégré. La conclusion de cette thèse met l’emphase sur l’importance du FFI afin d’améliorer l’apprentissage du vocabulaire, tout en précisant le caractère indispensable des activités de récupération pour diminuer la perte de l’apprentissage produit. / In this thesis, the author examined the question of vocabulary learning/teaching in French as a second language (L2). L2 research has been interested in the effects of different approaches of lexical instruction on vocabulary learning. Some researchers (e.g. Krashen, 1982, 1989) contend that L2 learning, vocabulary and morphosyntax, occurs incidentally through the exposure to comprehensible input and through meaning-based activities such as reading. Others (e.g. Laufer, 2005, 2006) advocate a more explicit approach to vocabulary teaching, focused on the form of lexical elements. The effects of lexical form-focused instruction (FFI) have not been thoroughly investigated, particularly its different modalities and timing (integrated FFI vs isolated FFI), hence the relevance of this research. Three experimental studies were conducted to examine the effectiveness of different vocabulary teaching approaches in French as an L2. Forty-two L2 French learners participated in two multiple case studies (n = 9 and n = 10) and a quasi-experimental study (n = 23). Among other things, the first two studies were designed to serve as pilots for the methodological design of the third study. The experimental intervention (four periods of 45 minutes each) targeting 36 words was carried out through three experimental conditions (integrated FFI, isolated FFI and repetition) and a control condition (incidental learning through reading). Each participant benefited from all the conditions. In other words, among the targeted words, some had to be learned incidentally, some through repeated exposure and some were taught by the integrated FFI and the isolated FFI. Lexical tasks were administered before intervention started and twice after it ended (immediate posttest and delayed posttest). Results indicate the advantages of FFI compared to incidental learning and repetition. However, there is no significant differences between the isolated FFI and the integrated FFI. The conclusion of this thesis emphasizes the importance of FFI in order to improve the vocabulary learning, while specifying the necessity of the retrieval activities to reduce learning loss.