Focus on Form: A Holistic Review of EFL Pedagogy
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Recent studies suggest that focus on form has a positive effect on the second language acquisition process. The significance of this instruction is acknowledged by most practitioners and researchers. However, only few studies have investigated which kinds of forms optimize learner’s acquisition when implementing focus on form. This critical investigation attempts to identify the forms which are amenable to focus on form and more importantly, what factors should be taken into account when deciding which forms should be chosen for focus on form strategy. Moreover, by reviewing several empirical studies, this paper discusses past developments of metalanguage use when teaching selected forms and what role metalanguage plays in a communicative classroom to elucidate the above mentioned issue. Finally, this study suggests that the combination of the most effective elements of each type of instruction is precisely what paves the way for a productive pedagogy.
Abstract
Recent studies suggest that focus on form has a positive effect on the second language acquisition process. The significance of this instruction is acknowledged by most practitioners and researchers. However, only few studies have investigated which kinds of forms optimize learner’s acquisition when implementing focus on form. This critical investigation attempts to identify the forms which are amenable to focus on form and more importantly, what factors should be taken into account when deciding which forms should be chosen for focus on form strategy. Moreover, by reviewing several empirical studies, this paper discusses past developments of metalanguage use when teaching selected forms and what role metalanguage plays in a communicative classroom to elucidate the above mentioned issue. Finally, this study suggests that the combination of the most effective elements of each type of instruction is precisely what paves the way for a productive pedagogy.
참고문헌 (44)
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