Abstract
This study investigates the effect of Developmentally Moderated Focus on Form (DMFonF) focusing on plural marking in English L2 in Indonesian kindergarten children. Before the study, these children learned English through a communicative programme. The study, designed within the Processability Theory framework, included a pre-test, DMFonF intervention, and post-test. Two kindergarten classes, K1 (first-year, n = 10) and K2 (second-year, n = 10), participated in the study. At pre-test, all children were at the single-word stage. That was after K1 children learned English for one semester and K2 for three semesters. After the one semester-DMFonF intervention, all children acquired lexical plural marking, and most of them also acquired phrasal plural agreement. This finding suggests that DMFonF is effective in promoting early L2 grammatical development.
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