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Form-focused instruction in English as a foreign language classrooms

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  1. Tez No: 400678
  2. Yazar: YUSUF ŞEN
  3. Danışmanlar: DR. NORBERT FRANCIS
  4. Tez Türü: Doktora
  5. Konular: Dilbilim, İngiliz Dili ve Edebiyatı, Linguistics, English Linguistics and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2004
  8. Dil: İngilizce
  9. Üniversite: Northern Arizona University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 277

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Özet (Çeviri)

This study examines form-focused instruction (FFI) in pre-high school English as a foreign language preparatory classrooms in Turkey from three points of view: teacher cognition about FFI, forms of FFI that occur naturally in foreign language classrooms, and learners' perception of forms of FFI. The subjects for this study are four teachers and students from four English as a foreign language classrooms with populations ranging from 35-38 students. The study utilizes qualitative data collection and qualitative data analysis procedures. The data show that teachers display high consciousness about explicit and implicit focus on form by ascribing distinct roles for explicit and implicit focus on form. Teachers' cognition about corrective feedback, however, is rather limited relative to explicit and implicit focus on form. Teachers justify explicit focus on form mostly through their language teaching experience and, to a lesser degree, through their language learning experience. Conversely, the teachers justify implicit focus on form through exposure to language teaching theories and language teaching methodology.The forms of FFI that occur in foreign language classrooms show limited explicit focus on form instances in the form of teaching the forms and functions of linguistic features. The classroom time is mostly spent on rather controlled implicit focus on form activities with overt target structures, learners producing one-sentence utterances that mostly involve the practice of target structures. The frequency of corrective feedback shows that elicitation and prompts are the most common forms of corrective feedback. Learners' perceptions of forms of FFI reveal that learners actively engage in discerning target structures during implicit focus on form to deal with the input more effectively. The data also show that learners develop consciousness about learning a foreign language explicitly and implicitly and the forms of corrective feedback. Overall, the study suggests that the teachers in this study ascribe different roles for explicit and implicit focus on form and reconcile explicit and implicit focus on form through controlled implicit focus on form activities with overt target structures. As a result, the classes mostly comprise implicit focus on form emphasizing linguistic structures rather strongly. Learners perceive implicit focus on form with overt target structures as focusing on form rather than meaning.

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