Form-focused Instruction in Incidental Learning of English Verb Patterns

김부자 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

Form-focused Instruction in Incidental Learning of English Verb Patterns

Kim, Bu-Ja The English Teachers Association in Korea 2010 영어어문교육 Vol.16 No.3

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

Form-focused Instruction in Incidental Learning of English Verb Patterns

Bu-Ja Kim 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

통합 및 분리 형태초점 교수법에 대한 고등학교 및 대학교 영어학습자들의 선호도 연구

조윤경 언어과학회 2019 언어과학연구 Vol.0 No.90

The present study sought to investigate the preference of Korean high school students and college students towards integrated and isolated form-focused instruction in learning English language forms. It also attempted to examine whether their preference towards the two different types of form-focused instruction differs depending on student variables (i.e.,,levels of schools and grammar knowledge) and language variables (i.e.,, difficulties and types of language forms). To this end, 180 high school students and 180 college students were asked to complete a questionnaire and a grammar test. A series of statistical analyses showed that the students generally preferred integrated form-focused instruction to isolated form-focused instruction. It also suggested that the preference for isolated form-focused instruction differed in terms of the students’ levels of schools, and that the preferences for the two types of form-focused instruction differed depending on the types of language forms.

A Study of Meaning-focused and Form-focused Tasks on L2 Vocabulary Acquisition of Low and Intermediate Levels

Dongho Kang 한국영어학회 2023 영어학 Vol.23 No.-

While the literature extensively discusses the benefits of form-focused instructions for grammatical aspects, there has been limited research exploring the impact of form-focused tasks on second language vocabulary acquisition. Therefore, the aim of this study was to investigate the effects of meaning-focused and form-focused (both non-contrastive and contrastive) tasks on the vocabulary learning of low and intermediate-level students in Korean college settings. The results revealed that the meaning-focused group demonstrated vocabulary learning gains only in the posttest, whereas both form-focused tasks resulted in significant improvement in both the posttest and delayed test. This suggests that students derived greater benefits from the form-focused tasks compared to the meaning-focused task in terms of L2 vocabulary learning. Additionally, the low proficiency group benefitted more from the non-contrastive form-focused task, while the intermediate group benefitted more from the contrastive form-focused task. The study will delve into the theoretical implications and discuss the pedagogical implications arising from these findings.

The Effects of Implicit and Explicit Grammar Instruction on Learner Output

김도연 한국영어학회 2006 영어학 Vol.6 No.3

Kim, Do Youn. 2006. The Effects of Implicit and Explicit Grammar Instruction on Learner Output. Korean Journal of English Language and Linguistics 6-3, 521-548. The goal of this study is to explore an effective grammar teaching method by investigating the effects of two form-focused instruction (FFI) techniques, i.e., explicit and implicit. Specifically, this study examines which one of these techniques promotes Korean students' acquisition of English simple past and present perfect. The participants in this study are 43 college students in their second year. The students first took a written pretest, and received grammar instruction given with different techniques in groups: one group with implicit grammar teaching techniques, which were input enhancement and recasting, and the other with explicit teaching techniques, which were the explicit explanation and garden path. Upon receiving the instruction, the students underwent a written test which was a posttest. This study revealed that both instruction techniques were similarly effective for student output.

The effects of input-enhanced and output-enhanced grammar instruction on the learning of English verb tenses and relative clauses

Hwang,Hee Jeong 이화여자대학교 교과교육연구소 2014 교과교육학연구 Vol.18 No.3

The present study investigated whether different types of form-focused instruction, input-enhanced or output-enhanced, might be effective in improving low-proficiency learners' English knowledge about specific linguistic forms. The participants were 111 first-year Korean university students enrolled in an English conversation course. They were assigned to three groups; 35 students in the input-enhanced group (TIE), 33 in the output-enhanced group (DICT), and 45 in the control group (CG). English verb tenses and relative clauses were selected as the target structures. Pre- and post-tests were conducted to measure the effectiveness of different types of form-focused instruction on the acquisition of the target forms. Pre- and post-questionnaires were administered to examine the extent of the students' perceptions and attitudes towards the English instruction that they received. The study discovered that both input-enhanced and output-enhanced instruction were more effective than traditional grammar instruction in developing grammatical knowledge about verb tenses, while output-enhanced instruction was more effective than input-enhanced and traditional grammar instruction with respect to the learning of relative clauses. The results of the questionnaires indicated that learners who performed the TIE task and the dictogloss task showed positive changes in their perceptions about the English instruction that they received; only those in the dictogloss task showed positive changes in their attitudes towards the instruction. Based on the results, the limitations of the study and the pedagogical implications are provided.

The effects of input-enhanced and output-enhanced grammar instruction on the learning of English verb tenses and relative clauses

Hwang, Hee Jeong 이화여자대학교 사범대학 교과교육연구소 2014 교과교육학연구 Vol.18 No.3

본 연구의 목적은 초급수준의 대학생들을 대상으로 영어의 동사시제와 관계대명사를 목표형태로 형태 초점교수법의 입력강화와 출력강화활동의 학습효과를 검증하고, 학습자들의 형태초점교수법에 대한인식과 태도의 변화를 살펴보는 것이다. 연구 참여자들은 필수과목인 영어회화강좌를 수강하는 여섯 개 분반의 1학년 학생 111명이다. 이들 여섯 개의 분반을 무작위로 3개의 집단 즉, 입력강화집단35명, 출력강화집단33명, 비교집단45명 (각집단에2개의분반배정)으로 구성하여 평가시험과 설문조사를 사전 사후로 실시하였다. 연구결과에 따르면, 동사시제학습에 있어서는 입력강화집단과 출력강화집단 모두가 비교집단보다 높은 성취도를 보였고, 관계대명사습득에 있어서는 출력강화집단이 입력강화집단과 비교집단보다 더 우수하였다. 또한, 형태초점교수법에 대한 학습자들의 인식과 태도에 있어서는 출력강화집단의경우, 자신들이 받은 형태초점교수법에 대한 인식과 태도에서 긍정적인 변화가있었고, 입력강화집단은 인식에만 긍정적인 변화를보였다. 본 연구가 향후 초급수준의 학생들에게 효과적인 형태초점 교수전략을 제공하기위한 기초 자료로 활용될 수 있기를 기대한다. The present study investigated whether different types of form-focused instruction, input-enhanced or output-enhanced, might be effective in improving low-proficiency learners' English knowledge about specific linguistic forms. The participants were 111 first-year Korean university students enrolled in an English conversation course. They were assigned to three groups; 35 students in the input-enhanced group (TIE), 33 in the output-enhanced group (DICT), and 45 in the control group (CG). English verb tenses and relative clauses were selected as the target structures. Pre- and post-tests were conducted to measure the effectiveness of different types of form-focused instruction on the acquisition of the target forms. Pre- and post-questionnaires were administered to examine the extent of the students' perceptions and attitudes towards the English instruction that they received. The study discovered that both input-enhanced and output-enhanced instruction were more effective than traditional grammar instruction in developing grammatical knowledge about verb tenses, while output-enhanced instruction was more effective than input-enhanced and traditional grammar instruction with respect to the learning of relative clauses. The results of the questionnaires indicated that learners who performed the TIE task and the dictogloss task showed positive changes in their perceptions about the English instruction that they received; only those in the dictogloss task showed positive changes in their attitudes towards the instruction. Based on the results, the limitations of the study and the pedagogical implications are provided.

The Differential Effects of ‘Focus on Form’ Tasks on Two Different Grammatical Forms of English

Kyunghee Yeo 현대문법학회 2002 현대문법연구 Vol.30 No.-

The necessity of ‘focus on form’ in the second language classroom is acknowledged by many researchers and teachers. Nonetheless, researchers have conflicting views on the effectiveness of ‘focus on form’ tasks and techniques. Assuming that the difference between the research findings of ‘focus on form’ study might depend on the choice of linguistic forms to be investigated, this study attempts to compare the acquisition of two grammatical forms under two different instructional treatments. The two grammatical forms investigated are participial adjectives and the passive form of English and the two focus on form tasks used are input processing instruction and dictogloss task. Though the results of this study did not lead to make a definite conclusion, there seems to be a tendency that the dictogloss task, which is relatively less obtrusive than input processing instruction in getting learners’ attention to form, is more effective in learning participial adjectives which is comparatively simple and transparent and that input processing instruction is more effective in learning the passive form which is relatively complex. This study attempts to show that the relative complexity of grammatical structure might affect the degree to which ‘focus on form’ tasks are useful.

An Investigation of the Relationship Between Grammar Type and Efficacy of Form-Focused Instruction

Schenck, Andrew 신영어영문학회 2018 신영어영문학 Vol.69 No.-

Because phonological, semantic, and morphosyntactic characteristics of grammatical features can have a significant impact on form-focused instruction, utilization of different grammatical features to test new language teaching techniques may conflate determinations of efficacy or inefficacy. The purpose of this study was to holistically examine different types of instruction, comparing them with grammatical features to evaluate effectiveness. Forty-six experimental studies of form-focused instruction were selected for study. Comparison of effect sizes suggests that the efficacy of form-focused instruction differs considerably based upon the type of grammatical feature targeted. Input-based instruction (e.g.,input enhancement or explicit rule presentation) appears more useful for features like the plural -s, past -ed, and third person singular -s, which are phonologically insalient, yet morphologically regular. Output-based instruction (e.g., corrective feedback or recasts), in contrast, appears more effective with grammatical features such as questions, phrasal verbs, conditionals, and articles, which are syntactically or semantically complex. Overall, the results suggest that differences in grammar be considered before curricula or pedagogical interventions are designed.