Are EFL Learners and Teachers in the Same Camp? A Study on Form-focused Instruction

Year 2016, , 65 - 77, 15.09.2016

Ümran Üstünbaş

https://doi.org/10.32601/ejal.461019

Abstract

This study reports on findings of a replication study of Valeo and Spada (2015) that investigated the

timing of grammar instruction. In this respect, the frequently discussed issue of isolated and integrated

form-focused instruction was reconsidered based on the beliefs of main stakeholders, teachers and

learners. In order to collect data, two questionnaires consisting of 5-point Likert-scale items developed by

Valeo and Spada (2015) were administered to 651 English as a Foreign Language (EFL) learners with

different language proficiency levels and 42 instructors teaching English to them at a state university in

Turkey. The analyses of the questionnaires indicated that both EFL learners and teachers were in the

same camp and they preferred integrated form-focused instruction rather than the isolated one while

they did not disregard the importance of the isolated form-focused instruction. The findings also revealed

that language proficiency did not play a significant role in EFL learners’ preferences of integrated and isolated form-focused instruction.

Keywords

Grammar; form-focused instruction; integrated FFI; isolated FFI; teachers; learners

References

• Ansarin, A. A., Abad, B. A. A., & Khojasteh, M. R. B. (2015). Isolated and integrated form focused instruction from learners’ perspective. The Asia-Pacific Education Researcher, 24(2), 299-307. http://doi.org/bnk7
• Borg, S. (2003b). Teacher cognition in language teaching: A review of research on whatlanguage teachers think, know, believe, and do. Language Teaching, 36, 81–109. http://doi.org/cststj
• Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29, 456–482. http://doi.org/cshjr5
• Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93, 46–60. doi: 10.1111/j.1540-4781.2009.00827.x.
• Burgess, J., & Etherington, S. (2002). Focus on grammatical form: Explicit or implicit? System, 30, 433–458. http://doi.org/cvt54c
• DeKeyser, R. (2003). Implicit and explicit learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313–348). Malden, MA: Blackwell.
• Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp.197–261). Cambridge: Cambridge University Press.
• Elgun-Gunduz, Z., Akcan, S., & Bayyurt, Y. (2012). Isolated form-focused instruction and grammatical form: Explicit school English classrooms in Turkey. Language, Culture and Curriculum, 25(2), 157–171. http://doi.org/bnk8
• Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
• Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83–107. http://doi.org/d447kq
• Ellis, R. (2008). Learner beliefs and language learning. Asian EFL Journal, 10(4), 7-25.
• Hulstijn, J. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349–382). Malden, MA: Blackwell.
• Kartchava, E., & Ammar, A. (2014). Learners’ beliefs as mediators of what is noticed and learned in the language classroom. TESOL Quarterly, 48, 86–109. http://doi.org/bnk9
• Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasas, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93, 91–104. http://doi.org/dxqsdj
• Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9, 247–265. http://doi.org/bfgq8b
• Schulz, R. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29, 343–364. http://doi.org/bjt5kv
• Schulz, R. (2001). Cultural differences in learner and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. Modern Language Journal, 85, 244–258. http://doi.org/cfckqp
• Simon, E., & Taverniers, M. (2011). Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary. English Studies, 92(8), 896-922. http://doi.org/dsmqqd
• 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, 18, 453–473. http://doi.org/bnmb
• Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42, 181–207. Retrieved from http://www.jstor.org/stable/40264447.
• Valeo, A., Spada, N. (2015). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, xx, 1-26. http://doi.org/bnmc