Explicit Form-focused Instruction Research Articles

THE EFFECT OF EXPLICIT FORM-FOCUSED INSTRUCTION ON THE IMPLICIT KNOWLEDGE OF MALAYSIAN ENGLISH AS SECOND LANGUAGE LEARNERS

Background and Purpose: Explicit form-focused instruction has significantly contributed to second language learners’ explicit knowledge. However, the effect of explicit form-focus instruction (FFI) on second language learners’ implicit knowledge of grammatical forms has been argued by scholars. This study examined the effectiveness of explicit FFI on implicit knowledge of ESL learners.
 
 Methodology: This quasi-experimental research was conducted at a selected international school in the Klang Valley, Malaysia. The collected data were analysed through the application of ANCOVA and Scheffe’s test.
 
 Findings: The findings showed that when explicit FFI was implemented in the form of metalinguistic information and metalinguistic explanation of the target form, the implicit knowledge of students would not increase. This suggested that the role of explicit FFI as the most effective and reliable tool to enhance implicit knowledge of learners should be doubted.
 
 Contributions: The theoretical implication of this study indicates that explicit FFI does not contribute to development of the second language implicit knowledge. Pedagogically, this study’s findings could be beneficial either for teachers looking for an effective method of teaching or for researchers to utilise it in their studies.
 Keywords: Form-focused instruction (FFI), explicit FFI, implicit knowledge, explicit knowledge
 
 Cite as: Hojjat, M., & Hasim, Z. (2022). The effect of explicit form-focused instruction on the implicit knowledge of Malaysian English as second language learners. Journal of Nusantara Studies, 7(2), 61-80. http://dx.doi.org/10.24200/jonus.vol7iss2pp61-80

Enhancing Syntactic Complexity in L2 Chinese Writing: Effects of Form-Focused Instruction on the Chinese Topic Chain.

Syntactic complexity, as one aspect of the Complexity, Accuracy and Fluency (CAF) model, is integral to the writing ability of second language (L2) learners. Previous research found that T-unit-based measures of syntactic complexity in writing tasks of English as a second language (ESL) learners increased with more instruction, yet it remains unclear whether the same can be observed in Chinese as a second language (CSL) learners. To fill this gap, this study compared the development of syntactic complexity of a training group (N = 64) and a control group (N = 51), both composed of CSL students in a first-year Chinese course at a university in North America. While participants in the control group only participated in the regular course, the training group received an additional 10-week, explicit form-focused instruction (FFI) on the Chinese topic chain. Results on the posttest and delayed posttest show that the FFI on the topic chain had a positive and durable effect on the participants’ syntactic complexity; instructional intensity and feedback type may have influenced its effectiveness and durability. Characteristics of measures and task complexity may have affected the observation of syntactic complexity.

초등 교사들의 영어교육에 대한 인식과 태도

초록·키워드 목차 오류제보하기 This study purports to investigate elementary teachers" beliefs and attitudes towards some key aspects of teaching and learning English, thus examining whether elementary English has settled more stably since 2007. A questionnaire was administered to 42 elementary teachers and t-test was used to compare the result with that of Kim(2007). The overall result shows that teacher understanding of elementary English education is increasing and changing in a positive direction. It has reached a somewhat stable stage in improving communication skills focusing on meaning rather than form, reducing student anxiety, using various teaching methods and realia, pair and small group activities, learner-centered learning tasks, and guidance on learning strategies. In addition, a few things have changed significantly since 2007. Teachers often correct student errors with recast. They perceive that all students can develop basic communication skills, acknowledging an individual"s potential for foreign language learning ability. They come to believe that input alone does not lead to language acquisition and significantly more teachers think that explicit form-focused instruction is sometimes necessary. This is a positive result when considering that elementary school students are undergoing what is termed by Piaget the concrete operational stage. Through an analysis of elementary teacher beliefs and attitudes, this paper concludes that there has been significant development in the direction of English education. #elementary English #elementary teacher #teaching English #beliefs #attitudes #초등 영어 #초등 교사 #영어교육 #인식 #태도 Ⅰ. 서론Ⅱ. 이론적 배경Ⅲ. 연구 방법Ⅳ. 결과 및 논의Ⅴ. 결론 및 제언참고문헌Abstract

A Comparative Study of the Effects of Implicit and Explicit Form Focused Instruction (FFI) in Korean Grammar Education

이 논문의 목적은 한국어 문법 교육에서 암시적·명시적 형태 초점 교수의 효과를 체계적으로 알아보는 데 있다. 이를 위해 총 36편의 연구에서 105개의 효과크기를 추출하여 메타분석을 수행하였다. 본 연구의 주요 연구 결과는 다음과 같다. 첫째, 한국어 문법 교육에서 형태 초점 교수의 전체 효과크기는 .785로 중간 효과크기를 가지는 것으로 나타났다. 둘째, 한국어 문법 교육에서 명시적 형태 초점 교수의 효과크기(.965)가 암시적 형태 초점 교수의 효과크기(.497)보다 더 큰 것으로 나타났다. 셋째, 효과크기에 영향을 주는 조절효과를 분석한 결과 숙달도 변인과 학생 수 변인이 통계적으로 유의미한 영향을 주는 것으로 나타났다. 이러한 연구 결과들과 함께 교육적 제안을 함께 논의하였다.This study aims to examine the effects of implicit and explicit form focused instruction (FFI) in Korean grammar education. To accomplish this goal, a total of 105 effect sizes were gathered from 36 studies and were meta analyzed. The major implications of this research are as follows: First, the overall effect size of FFI was medium (ES=.785). Second, the effect size of explicit FFI (ES=.965) was greater than that of implicit FFI (ES=.497). Third, the analysis of the moderator effects revealed that two variables (proficiency, number of students) had a statistically significant impact on the overall effect size. Detailed findings and pedagogical suggestions are also discussed.

The Effectiveness of Explicit Form-Focused Instruction in Teaching the Schwa /ə/

The Effectiveness of Explicit Form-Focused Instruction in Teaching the Schwa /ə/

Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians

ABSTRACTThis study investigated Korean heritage speakers’ Korean language proficiency (i.e. morphosyntax, collocation, and lexicon) in relation to their attitudes, motivation, and age at immigration (AI). Seventy-six adult Korean-Australians with Korean literacy participated. Overall, participants showed high levels of Korean proficiency in all three linguistic areas (over 80% of accuracy), and exhibited features of successful second/foreign language learners: a positive attitude toward learning Korean, strong interest in foreign languages, high motivation and self-efficacy, and low speaking anxiety. Their relatively high level of Korean proficiency can be explained by the crucial role of the family in maintaining the heritage language, supported by successive Australian governments’ positive attitudes toward multiculturalism and active support from the local Korean community. Late-childhood bilinguals (AI: 9–12) were found to be the ‘ideal 1.5 generation’, having the most positive attitudes and strongest motivations among the groups, while maintaining relatively high levels of Korean proficiency. This may be a result of frequent use of Korean at home and their self-perceived high proficiency in both Korean and English. Korean speaking anxiety was found to be the best predictor of Korean proficiency, implying room for instructional support. Providing explicit form-focused instruction and using Korean pop culture materials were discussed as pedagogical implications.

Differential effects of explicit form-focused instruction on morphosyntactic development

This study explores whether and to what degree explicit form-focused instruction (FFI) facilitates the use of morphosyntactic forms in second language oral production and also whether it has differential effects on morphosyntactic forms with different linguistic variables. Twenty-seven university-level Chinese EFL participants were randomly assigned to a control group and an experimental group. While the control group watched a television episode in English, the experimental group completed two form-focused activities (rule review and self-correction) designed to draw their attention to noun plural, past tense, and third-person singular in English in their oral production. All participants completed oral production pre- and post-test measures, the results of which showed that explicit FFI promoted the use of the target forms and that the facilitative effects were dependent on the complexity and regularity of the morphosyntactic forms. Regular (as opposed to irregular) and more complex morphosyntactic forms appeared to benefit more significantly from explicit FFI.

Effect of explicit and implicit FFI on EFL learners' implicit and explicit knowledge of simple and difficult morphosyntactic features

This study investigated the relative effects of explicit and implicit form-focused instruction (FFI) on the acquisition of four simple and difficult morphosyntactic features as assessed by explicit and implicit outcome measures. Four tests were utilized to assess L2 learners' acquisition: elicited oral imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were administered to 120 low pre-intermediate learners immediately and three weeks after the instructional treatments. Durable effects of FFI were found for simple and difficult language forms on both measures of explicit and implicit L2 knowledge. More specifically, the present study indicated that explicit FFI was significantly more beneficial for simple language features chosen according to their degree of difficulty based on the explicit knowledge criteria and implicit FFI was significantly more beneficial for simple language features selected according to their degree of difficulty based on the implicit knowledge criteria. The findings may promise implications for our understanding of the efficacy of explicit and implicit FFI on L2 learners’ controlled and spontaneous use of simple and difficult forms at early stages of L2 acquisition.