1887
  1. Home
  2. e-Journals
  3. Language Teaching for Young Learners
  4. Online First Articles
  5. Online First Article
image of The differential effect of focus on form and focus on forms on the development of grammatical competence among Iranian EFL high school students
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The purpose of this study was to investigate the differential effect of two types of grammar instruction, focus on form (FonF) and focus on forms (FonFs), on the learning of grammatical features (do, does, and did). Three intact classes involving 45 male adolescent EFL learners in Iran, Tehran, were assigned into three groups. The study employed a pre-test, posttest, and delayed posttest design to measure the effectiveness of each treatment. The comparison groups received either FonFs or FonF instruction over three sessions. Moreover, the control group was taught using translation tasks. Results suggested that FonFs and FonF had differentiated effects on learners’ grammar knowledge. Although both forms of instruction showed positive gains in grammar knowledge from pretest to posttest, FonF produced more positive outcomes for students on grammar measure; however, these gains were not retained in the delayed posttest.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.24017.sad
2025-04-15
2025-04-17

  • From This Site

    /content/journals/10.1075/ltyl.24017.sad
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. DeKeyser, R.
    (1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, (), –. 10.1017/S027226310001425X
     https://doi.org/10.1017/S027226310001425X [Google Scholar]
  2. (2015) Skill acquisition theory. InB. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp.–). Lawrence Erlbaum Associates.
     [Google Scholar]
  3. Ebrahimi, S., Rezvani, E., & Kheirzadeh, S.
    (2015) Teaching grammar through formS focused and form focused instruction: The case of teaching conditional sentences to Iranian intermediate EFL learners. Journal of Applied Linguistics and Language Research, (), –.
     [Google Scholar]
  4. Ellis, R.
    (2008) The study of second language acquisition. Oxford: Oxford University Press.
     [Google Scholar]
  5. (2016) Focus on form: A critical review. Language Teaching Research, (), –. 10.1177/1362168816628627
     https://doi.org/10.1177/1362168816628627 [Google Scholar]
  6. (2024) Rod Ellis’s essential bookshelf: Focus on form. Language Teaching, (), –. 10.1017/S026144482200012X
     https://doi.org/10.1017/S026144482200012X [Google Scholar]
  7. Ellis, R., Basturkmen, H., & Loewen, S.
    (2002) Doing focus-on-form. System, (), –. 10.1016/S0346‑251X(02)00047‑7
     https://doi.org/10.1016/S0346-251X(02)00047-7 [Google Scholar]
  8. Ellis, R., & Shintani, N.
    (2014) Exploring language pedagogy through second language acquisition research. Routledge. 10.4324/9780203796580
     https://doi.org/10.4324/9780203796580 [Google Scholar]
  9. Gass, S.
    (1991) Grammar instruction, selective attention, and learning. InR. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claes Faerch (pp.–). Multilingual Matters.
     [Google Scholar]
  10. (2003) Input and interaction. InC. Doughty, & M. Long (Eds.), The handbook of second language acquisition (pp.–). Oxford: Blackwell. 10.1002/9780470756492.ch9
     https://doi.org/10.1002/9780470756492.ch9 [Google Scholar]
  11. Lee, S. K., & Huang, H. T.
    (2008) Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, (), –. 10.1017/S0272263108080479
     https://doi.org/10.1017/S0272263108080479 [Google Scholar]
  12. Li, F., & Sun, Y.
    (2023) Effects of different forms of explicit instruction on L2 development: A meta-analysis. Foreign Language Annals. 10.1111/flan.12726
     https://doi.org/10.1111/flan.12726 [Google Scholar]
  13. Li, C., & Xu, J.
    (2023) The sustainability of form-focused instruction in classrooms: Chinese secondary school EFL teachers’ beliefs and practices. Sustainability, ():. 10.3390/su15076109
     https://doi.org/10.3390/su15076109 [Google Scholar]
  14. Lightbown, P., & Spada, N.
    (1999) How languages are learned. Oxford: Oxford University Press.
     [Google Scholar]
  15. Locke, E. A., & Latham, G. P.
    (2006) New directions in goal-setting theory. Current Directions in Psychological Science, (), –. 10.1111/j.1467‑8721.2006.00449.x
     https://doi.org/10.1111/j.1467-8721.2006.00449.x [Google Scholar]
  16. Loewen, S.
    (2018) Focus on form versus focus on forms. InJ. I. Liontas (Ed.) The TESOL Encyclopedia of English Language Teaching, (), –. 10.1002/9781118784235.eelt0062
     https://doi.org/10.1002/9781118784235.eelt0062 [Google Scholar]
  17. (2021) Was Krashen right? An instructed second language acquisition perspective. Foreign Language Annals, (), –. 10.1111/flan.12550
     https://doi.org/10.1111/flan.12550 [Google Scholar]
  18. Long, M. H.
    (1980) Input, interaction and second language acquisition. University of California.
     [Google Scholar]
  19. (1991) Focus on form: A design feature in language teaching methodology. InK. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-Cultural Perspectives (pp.–). Amsterdam: John Benjamins. 10.1075/sibil.2.07lon
     https://doi.org/10.1075/sibil.2.07lon [Google Scholar]
  20. Long, M., & Robinson, P.
    (1998) Focus on form: Theory, research, and practice. InC. Doughty & J. Williams (Eds.), Focus on form in second language acquisition (p.–). Cambridge: Cambridge University Press.
     [Google Scholar]
  21. Lyster, R.
    (2015) Using form-focused tasks to integrate language across the immersion curriculum. System, , –. 10.1016/j.system.2014.09.022
     https://doi.org/10.1016/j.system.2014.09.022 [Google Scholar]
  22. Mart, C. T.
    (2019) Integrating form-focused and literature-based instruction: A mixed-methods approach to enhance speaking skills. Cogent Education, (), Article 1660526. 10.1080/2331186X.2019.1660526
     https://doi.org/10.1080/2331186X.2019.1660526 [Google Scholar]
  23. Norris, J. M., & Ortega, L.
    (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, (), –. 10.1111/0023‑8333.00136
     https://doi.org/10.1111/0023-8333.00136 [Google Scholar]
  24. Pawlak, M.
    (2021) Teaching foreign language grammar: New solutions, old problems. Foreign Language Annals, (), –. 10.1111/flan.12563
     https://doi.org/10.1111/flan.12563 [Google Scholar]
  25. Pouresmaeil, A., & Vali, M.
    (2023) The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation. Language Teaching Research, 10.1177/13621688231185419
     https://doi.org/10.1177/13621688231185419 [Google Scholar]
  26. Rivera, M., Paolieri, D., Iniesta, A., Pérez, A. I., & Bajo, T.
    (2023) Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function. Bilingualism: Language and Cognition, –. 10.1017/S1366728922000815
     https://doi.org/10.1017/S1366728922000815 [Google Scholar]
  27. Schmidt, R.
    (1990) The role of consciousness in second language learning. Applied Linguistics. , –. 10.1093/applin/11.2.129
     https://doi.org/10.1093/applin/11.2.129 [Google Scholar]
  28. Sheen, R.
    (2002) ‘Focus on form’ and ‘focus on forms’. ELT Journal, (), –. 10.1093/elt/56.3.303
     https://doi.org/10.1093/elt/56.3.303 [Google Scholar]
  29. Spada, N.
    (1997) Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, (), –. 10.1017/S0261444800012799
     https://doi.org/10.1017/S0261444800012799 [Google Scholar]
  30. Spada, N., & Lightbown, P. M.
    (2008) Form-focused instruction: Isolated or integrated?. TESOL Quarterly, (), –. 10.1002/j.1545‑7249.2008.tb00115.x
     https://doi.org/10.1002/j.1545-7249.2008.tb00115.x [Google Scholar]
  31. Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A.
    (2014) Isolated and integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, (), –. ltr.sagepub.com/content/early/2014/01/30/1362168813519883. 10.1177/1362168813519883
     https://doi.org/10.1177/1362168813519883 [Google Scholar]
  32. Storch, N.
    (2018) Meaning-focused versus form-focused instruction. InJ. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.–). Wiley. 10.1002/9781118784235.eelt0690
     https://doi.org/10.1002/9781118784235.eelt0690 [Google Scholar]
  33. Tajik, L., Karimi, K., & Ramezani, A.
    (2020) Realization of preemptive focus on form in the English-language teaching context. Open Linguistics, (), –. 10.1515/opli‑2020‑0009
     https://doi.org/10.1515/opli-2020-0009 [Google Scholar]
  34. Tran, N. G., Ha, X. V., & Tran, N. H.
    (2023) EFL reformed curriculum in Vietnam: An understanding of teachers’ cognitions and classroom practices. RELC Journal, (), –. 10.1177/00336882211043670
     https://doi.org/10.1177/00336882211043670 [Google Scholar]
  35. Valeo, A., & Spada, N.
    (2016) Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, (), –. 10.1002/tesq.222
     https://doi.org/10.1002/tesq.222 [Google Scholar]
  36. VanPatten, B.
    (1990) Attending to form and content in the input. Studies in Second Language Acquisition, , –. 10.1017/S0272263100009177
     https://doi.org/10.1017/S0272263100009177 [Google Scholar]
  37. VanPattenn, B., & Oikkenon, S.
    (1996) Explanation versus structural input in processing instruction. Studies in Second Language Acquisition, (), –. https://www.jstor.org/stable/44487928
     [Google Scholar]
  38. VanPatten, B., & Cadierno, T.
    (1993) Explicit instruction and input processing. Studies in Second Language Acquisition, (), –. https://www.jstor.org/stable/44487619. 10.1017/S0272263100011979
     https://doi.org/10.1017/S0272263100011979 [Google Scholar]
  39. Xu, J., & Li, C.
    (2021) The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features: A comparative study. System, 10.1016/j.system.2021.102612
     https://doi.org/10.1016/j.system.2021.102612 [Google Scholar]
  40. Yibo, G. A. O.
    (2024) A review of domestic studies on focus on form instruction. Contemporary Foreign Languages Studies, (), .
     [Google Scholar]
/content/journals/10.1075/ltyl.24017.sad
Loading
The differential effect of focus on form and focus on forms on the development of grammatical competence among Iranian EFL high school students
John Benjamins ; https://doi.org/10.1075/ltyl.24017.sad
/content/journals/10.1075/ltyl.24017.sad
/content/journals/10.1075/ltyl.24017.sad
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: grammar instruction ; auxiliary teaching ; focus on forms (FonFs) ; focus on meaning (FonM) ; focus on form (FonF)

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error