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Reconsidering the role of practice in foreign language teaching and learning

100%
Pawlak M.
Poznań Studies in Contemporary Linguistics
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2012
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vol. 48
337-354
EN
Although the need for practice in taken for granted by many learners who view it as an integral part of foreign and second language learning, theorists and researchers are sharply divided on this issue. The proponents of the so-called zero grammar option, such as Krashen (1985), believe that language classrooms should replicate as much as possible the conditions of naturalistic discourse and there is hardly any place for practice. The proponents of focus on form, such as Long (1996), do recognize a contribution of pedagogical intervention, but it should be embedded in communicative activities and mainly take the form of corrective feedback, with the effect that the practice of specific language features is limited. Finally, the proponents of skill-learning theory, such as DeKeyser (1998), view practice as crucial since it is indispensable for the conversion of declarative knowledge into procedural knowledge. Given such conflicting opinions, the aim of the paper is to disambiguate some of the controversies and problems surrounding the place of practice in language learning, describe the forms it can take and single out such arrangements which are the most beneficial in the foreign language classroom with a special view to the language teaching context in Poland.
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The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals

100%
Broszkiewicz A.
Studies in Second Language Learning and Teaching
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2011
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vol. 1
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issue 3
335-363
EN
One important controversy connected with the effectiveness of grammar teaching seems to have been resolved as there is ample empirical evidence testifying to the positive effect of form-focused instruction on second language acquisition (Nassaji & Fotos, 2004; Norris & Ortega, 2000; Spada, 1997, 2010). Nevertheless, there are still a number of problems open to debate and awaiting concrete solutions, such as how to establish connections between form and meaning and find the best way to teach grammar for implicit knowledge, which, in the opinion of most SLA researchers (Ellis, 2006a, p. 95) and according to numerous theoretical positions, is a key driver of linguistic competence. One of the options available to language educators is to employ focused communication tasks, which “are designed to elicit production of a specific target feature in the context of performing a communicative task” (Ellis, 2001, p. 21). The aim of the study reported in this article was to explore the effect of focused communication tasks on the instructed acquisition of English past counterfactual conditionals when compared with contextualized practice activities. The results of two types of intervention were measured employing a number of data collection instruments with a view to tapping both the explicit and implicit knowledge of the participants of the study. Both types of instructional treatment were equally effective in helping learners develop the explicit knowledge of past unreal conditionals, but when it comes to the implicit knowledge of the aforementioned structure, the group instructed by means of focused communication tasks outperformed the other experimental group and the control group, as evidenced by the results obtained from the individually elicited imitation test and the focused communication task performed in pairs.
3
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Timing of form-focused instruction: Effects on EFL learners’ grammar learning

88%
Xu J., Li C.
Studies in Second Language Learning and Teaching
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2022
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vol. 12
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issue 3
405-433
EN
This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners’ attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students’ performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while after-isolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities.
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Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning

51%
Mart Ç. T.
Theory and Practice of Second Language Acquisition
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2021
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vol. 7
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issue 1
51-74
DE
In Anbetracht dessen, dass sowohl das Unterrichten von formalen Aspekten (engl. form-focused instruction), als auch das inhaltsorientierte Unterrichten einer Fremdsprache (engl. content-focused instruction) bestimmte Vor- und Nachteile aufweisen, gewährleistet die Integration der beiden Unterrichtskonzepte und deren Einbeziehung in einen auf literarischen Texten basierten Fremdsprachenunterricht aufgrund ihrer gegenseitigen Komplementarität einen idealen Kontext. Solche Methode ermöglicht den Schülern, Sprachmuster in einem Kontext zu erkennen und einen sinnvollen Diskurs auszulösen. Darüber hinaus hat sie einen positiven Einfluss auf den Fachunterricht. Das Ziel der dargestellten Untersuchung war es, eine Diagnose zu stellen, wie effektiv das Fremdsprachenlernen durch die Integration von formalen Aspekten und der Inhaltsorientierung im Fremdsprachenunterricht im Falle eines literaturbasierten Lehrprogramms sein kann. An dieser quasi-experimentellen Untersuchung nahmen 60 Studierende eines Lehrerstudiums teil (Englisch als Fremdsprache). Es wurde festgestellt, dass die integrative Methode als Werkzeug für die Entwicklung von Sprachkompetenzen dienen kann, weil die Schüler wesentliche Fortschritte in Bezug auf die Erweiterung ihrer grammatischen und lexikalischen Kenntnisse aufweisen.
EN
As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.
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