The Differential Effects of Focus-on-form Instructions on EFL Learners` Grammar Learning.
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Though there is general agreement that focus on form plays a key role in the acquisition of a target structure, types of instruction are currently the topic of debate and empirical investigation. While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the focus on form instructions in terms of L2 learners’ proficiency levels. Therefore, the purpose of the study was to examine (1) the differential effects of input-based and consciousness-raising instructions on the acquisition of L2 English present perfect tense and (2) L2 learners’ views on the instructions in terms of their proficiency levels through both quantitative and qualitative methods. The findings showed that the input enhancement instruction was more effective for the less advanced learners, while the consciousness raising instruction was helpful to more advanced L2 learners. Therefore, we should take into account L2 learners’ factors when deciding which instructional types to use.
Abstract
Though there is general agreement that focus on form plays a key role in the acquisition of a target structure, types of instruction are currently the topic of debate and empirical investigation. While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the focus on form instructions in terms of L2 learners’ proficiency levels. Therefore, the purpose of the study was to examine (1) the differential effects of input-based and consciousness-raising instructions on the acquisition of L2 English present perfect tense and (2) L2 learners’ views on the instructions in terms of their proficiency levels through both quantitative and qualitative methods. The findings showed that the input enhancement instruction was more effective for the less advanced learners, while the consciousness raising instruction was helpful to more advanced L2 learners. Therefore, we should take into account L2 learners’ factors when deciding which instructional types to use.
참고문헌 (43)
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