Abstract

Second-semester university students (N=60) participated in this study investigating the effects of form-focused instruction on accurate grammatical gender assignment by L2 learners. The treatment drew students’ attention to a series of noun endings that reliably predicted grammatical gender (noticing), encouraging them to group nouns with similar endings and explicitly state their gender (awareness). Students then assigned gender to pictured nouns and solved a series of riddles (controlled-practice). Analyses of pretest, immediate- and delayed-posttest results showed a significant increase in the ability of students in the experimental classes to correctly assign grammatical gender on a written fill-in-the-blank test.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call