Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge

被引：40

作者：

Spada, Nina ^{[1
]}

Jessop, Lorena ^{[2
]}

Tomita, Yasuyo ^{[3
]}

Suzuki, Wataru ^{[4
]}

Valeo, Antonella ^{[5
]}

机构：

[1] Univ Toronto, OISE, Language Educ Program 2, Toronto, ON M5S 1V6, Canada

[2] Univ Toronto, Language Educ 2, Toronto, ON M5S 1V6, Canada

[3] Univ Toronto, OISE, Toronto, ON M5S 1V6, Canada

[4] Miyagi Univ Educ, Sendai, Miyagi, Japan

[5] York Univ, ESL & Appl Linguist, N York, ON M3J 1P3, Canada

来源：

LANGUAGE TEACHING RESEARCH | 2014年 / 18卷 / 04期

关键词：

Classroom research; form-focused instruction; integrated FFI; instructed SLA; isolated FFI; passive construction; transfer appropriate processing;

D O I：

10.1177/1362168813519883

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded within communicative practice; in Isolated FFI it was separated from communicative practice. Two groups of adult learners of English as a second language (ESL) received 12 hours of Integrated or Isolated FFI on the 'passive' construction. Learners' progress on a written grammar test and an oral communication task indicated no significant differences between the instructional groups over time. However, some advantages were observed for Integrated FFI on the oral production task and for Isolated FFI on the written grammar test. The results are discussed in relation to instructed second language acquisition (SLA) research an transfer appropriate processing theory.

引用

页码：453 / 473

页数：21

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