Abstract:
This study aims to compare the effects of four types of FFI on second language vocabulary learning. To do so، the study adopted a quasi-experimental pretest-posttest design، including five groups، each receiving a distinct treatment. The participants were 80 fourth-grade male students ranging in age from 17 to 19. Before the treatment phase، the participants took a researcher-made test of vocabulary as a pretest which was meant to measure the participants’ prior knowledge about the target words. After the treatment phase، the participants took a researcher-made test of vocabulary as posttest to measure the students' achievement of the target words. Independent samples t-test and one-way ANOVA were run to analyze the scores from the pretest and the posttest. The results indicated that there was no statistically significant difference between proactive and reactive FonF in the comprehension mode in terms of promoting vocabulary learning. There was also no statistically significant difference between these two forms of FonF in the production mode in terms of promoting vocabulary learning. However، there was a statistically significant difference between the comprehension-based and production-based FonF in enhancing vocabulary learning. These results extend the positive effect of FFI to L2 vocabulary teaching/learning.
Machine summary:
Spada (1997) used the umbrella term of Form-focused Instruction (FFI) and defined it as: Any pedagogical effort which is used to draw the learners' attention to form either implicitly or explicitlywithin meaning-based approaches L2 Learners' Vocabulary Learning: Differential to L2 instruction in which a focus on language is provided in either spontaneous or predetermined ways (p.
Some questions are concerned about the timing of FonF (Doughty & Williams, 1998a), some with different Iranian Journal of Applied Language Studies,Vol 6, No 1, 2014 types of FonF's effects on second language learning (Rahimpour, Salimi, & Farrokhi, 2012), and so on.
e. , FonFs and FonM or have investigated the effectiveness of specific FonF techniques, including input flood, task-essential language, consciousness raising, and input processing, the present study attempts to add a new angle to the current knowledge of FonF studies by investigating distinctive realizations L2 Learners' Vocabulary Learning: Differential of FonF with different combinations of aspects, which include proactive or reactive (Doughty & Williams, 1998a) and comprehension-based or production-based dimensions (Shintani, Li, & Ellis, 2013).
Iranian Journal of Applied Language Studies,Vol 6, No 1, 2014 PFonF, in this study, means whatever the teachers do before conducting the main activity in order to induce learners' attention to the targeted linguistic forms.
PRFonF is the next one which is Iranian Journal of Applied Language Studies,Vol 6, No 1, 2014 almost the same as the previous one with a single difference; that is, it is production-based and seeks to examine the learners' ability to produce the targeted linguistic forms taught during the lesson reactively.