Exploring the implementation of FonF tasks from learners’ perspective: a study on young learners

Neda Moezzipour,Amir Rezaei

doi:10.1186/s40862-016-0018-3

Abstract

This study reports on the investigation of young learners’ perceptions of FonF tasks regarding enjoyment, ease, performance, and persuasion. It was attempted to explore young learners’ attitudes toward FonF tasks in two elementary English classes. The two classes consisted of 13 and 17 female learners aged 12 to 15. In particular, the present study addressed the learners’ perceptions of two selected tasks of grammar interpretation and grammaring. For this purpose, questionnaires and an interview were used to elicit their perspectives on the tasks. Based on the analysis of their responses, it was revealed that the determinant features for their preferences fall into five categories: the use of context in teaching grammar, the use of contextual support for practicing the grammatical structure, task demands, the novelty of procedures, and the saliency of linguistic structure. Findings also indicated that in spite of the learners’ positive attitudes toward four tasks, variations existed in their perceptions regarding four sources of influence: the required mental processes to do a task, opportunities for group works, textual enhancement and the learning values of the task.

Highlights

Putting the emphasis on the formal aspects of language, the pendulum of language teaching methodology started its journey with Grammar Translation and Audiolingual Method both of which involved attempts to teach learners grammar, differing only in how it is to be accomplished (Ellis 1997)
The high ratings showed their positive attitudes toward Focus on Form (FonF) tasks which culminated in a high level of interest followed by more engagement and better learning
Given the assumed acquisitional potential of FonF, the question arises as to how to best create an instructional environment in which the learning can take place in its utmost level while the adjustments of the focus on either meaning or form can occur in its best possible way

Summary

Introduction

Putting the emphasis on the formal aspects of language, the pendulum of language teaching methodology started its journey with Grammar Translation and Audiolingual Method both of which involved attempts to teach learners grammar, differing only in how it is to be accomplished (Ellis 1997). The strong version of CLT was grounded on the assumption that “linguistic knowledge is acquired through communication rather than direct instruction” The proponents of CLT believed that “comprehensible input and the exclusive use of meaning-oriented tasks were necessary and sufficient for language acquisition” It became evident that one-dimensional focus on the meaning-based features of language hinders learners from attaining linguistic accuracy.

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