Abstract
This paper examines the extent to which research findings from second language and immersion programmes, concerning the efficacy of different instructional approaches, are transferable to the context of foreign language learning in British higher education. It draws on data from a four-year longitudinal study involving two experimental groups of undergraduate learners of German as a foreign language, one of which was exposed to ‘focus-on-form’ tuition, the other to ‘focus-onforms’ instruction. The relative merits of the two approaches are assessed through analysis of proficiency gains for classroom instruction and residence abroad phases of the programme, using holistic and discrete proficiency-testing instruments. The study also highlights the effect of formal and naturalistic learning contexts on the rate and order of development of particular grammatical competencies in L2 German for the sample.
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