Relative effects of focus on form versus focus on forms on learning the second conditional in English

Abstract

While previous research has found beneficial effects for form-focused instruction (FFI), there is still contention over the relative effectiveness of different types of FFI. This study investigated the effects of focus on form (FonF) and focus on forms (FonFs), as two FFI options, on developing EFL learners’ explicit and implicit knowledge of the English present unreal conditional. Learning was measured through two testing devices: discrete-point items and oral interviews. The results indicated that while both FonF and FonFs were effective in developing the learners’ explicit and implicit knowledge in both the short and long terms, they differed in the extent to which they fostered these types of knowledge. FonF was found to be more effective in developing the learners’ implicit knowledge, whereas FonFs was more beneficial in fostering their explicit knowledge. Moreover, it was found that time had a role in consolidation of the form in the FonF group.