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The Relative Impacts of Planned Preemptive vs. Delayed Reactive FonF on EFL Learners’ Lexical Resource

Year 2014, Volume: 4 Issue: 1, 68 - 82, 14.07.2016

Abstract

SLA researchers contend that focus on form (FonF) instruction plays a pivotal role in L2 acquisition. Focus on form (FonF) instruction is learner-centered and is consistent with the learner’s internal syllabus. There has been an ongoing query in the literature as to whether focus on form should occur prior toerror commitment or be reactive to the actual errors of the learners during the task. In this regard, this study tried to explore the effectiveness as well as the relative impacts of planned preemptive vs. delayed reactive focus on form on lexical resourceof EFL learners’ oral production in meaning-oriented interviews. The study adopted a pretest-posttest quasi-experimental design including two experimental groups, each receiving a distinct treatment during the whole semester. The participants of the study were a total of19 upper-intermediate adult all-female students. Paired-samples t-test and independent-samples t-test were utilized to evaluate and compare the differing effects of two treatments respectively. The findings of the study demonstrated that both types of form-focused instructions are conducive to learners’ oral production lexical resource. One of the interesting findings of the present study was that preemptive focus on form can be planned in advance on the basis of teachers’ experience, which can lead to a blurred dichotomy between planned and incidental focus on form.

References

  • Ahangari, S. & Abdi, M. (2011). The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Proceedings of the International Conference on Education and Educational Psychology, Procedia, 29, 1950- 1959.
  • Birjandi, P. & Alipour, S. (2010). Comparing the effect of individual and group pre-task planning on EFL learners’ accuracy and complexity in speaking. JELS, 1(4), 1-22.
  • Cambridge practice tests for IELTS (Vols. 1-8) (1996-2011). Cambridge, UK: Cambridge University Press. Dabaghi Varnosfadrani, A. & Basturkmen, H. (2009). The effectiveness of implicit and explicit error correction on learners’ performance. System, 37(1), 82-98.
  • Dabbaghi, A. (2006). A comparison of the effects of implicit/explicit and immediate/delayed corrective feedback on learners' performance in tailor-made tests. Unpublished Ph.D.
  • Dissertation, the University of Auckland. Ellis, R. (2005). Planning and task-based performance: theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 4-34). Philadelphia, PA: John Benjamins.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Pre-emptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus on form. System, 30(4), 419-432.
  • Farrokhi, F. & Chehrazad, M. (2012). The effects of planned focus on form on Iranian EFL learners‘ oral accuracy. World Journal of Education, 2(1), 70-81.
  • Housen, A. & Pierrard, M. (2005). Investigations in instructed second language acquisition. New York: Mouton de Gruyter.
  • IELTS speaking band descriptors- public version (n.d.). Retrieved March 11, 2013, from http://www.ieltsessentials.com/pdf/BandcoreDescriptorsSpeaking.pdf IELTS Speaking Overview- teacher’s notes (n.d.). Retrieved March 11, 2013, from https://www.teachers.cambridgeesol.org/ts/digitalAssets/114847_IELTS_Speaking_Overview.pdf
  • Lightbown, P., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12(4), 429-448.
  • Loewen, S. (2011). Focus on Form. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 576-592). Routledge: New York.
  • Long M. (1988). Instructed interlanguage development. In L. Beebe (ed.), Issues in Second Language Acquisition: Multiple perspectives. Rowley, MA: Newbury House.
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in crosscultural perspective (pp. 39-52). Amsterdam: John Benjamins.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. In C. Ritchie, T. K. Bhatia (Eds.), Handbook of Language Acquisition, vol. 2. Second Language Acquisition (pp. 413-468). Academic Press, New York.
  • Long, M. (1997). Authenticity and learning potential in L2 classroom discourse. In G.M.Jacobs (Ed.), Language classrooms of tomorrow: Issues and responses (pp. 148- 169).
  • Singapore: SEAMEO Regional Language Centre. Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.
  • Nakakubo, T. (2011). The effects of planning on second language oral performance in Japanese: processes and production. Unpublished doctoral dissertation, University of Iowa.
  • Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439-481.
  • Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 108-48.
  • Ortega, L. (2005). What do learners plan? Learner-driven attention to form during pretask planning. In R. Ellis (ed.): Planning and Task Performance in a Second Language (pp. 77- 109). Philadelphia, PA: John Benjamins.
  • Rahimi, A. & Dastjerdi, H. V. (2012). Impact of immediate and delayed error correction on EFL learners’ oral production: CAF. Mediterranean Journal of Social Sciences, 3 (1), 45-54.
  • Rahimpour, M., Salimi, A., & Farrokhi, F. (2012). The effect of planned vs. unplanned form focused strategies on l2 learners' accuracy in oral task performance. Education Research Journal 2(7), 247-252.
  • Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 111-42). Philadelphia, PA: John Benjamins.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
  • Seifoori, Z. & Birjandi, P. (2008). The impact of mixed planning on the accuracy of Iranian learners’ oral performance. The Journal of Applied Linguistics, 1(3), 177-203.
  • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
  • Skehan, P. (2009). Modelling second language performance: integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30(4), 510-532.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seildlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp.125-144). Oxford: Oxford University Press.
  • Tavares, M. G. G. (2011). The relationship among pre-task planning, working memory capacity, and L2 speech performance: a pilot study. Linguagem & Ensino, 12(1), 165-194.
  • VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287-301.
  • Yuan, F. & Ellis, R. (2003). The effects of pretask planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27.
Year 2014, Volume: 4 Issue: 1, 68 - 82, 14.07.2016

Abstract

References

  • Ahangari, S. & Abdi, M. (2011). The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Proceedings of the International Conference on Education and Educational Psychology, Procedia, 29, 1950- 1959.
  • Birjandi, P. & Alipour, S. (2010). Comparing the effect of individual and group pre-task planning on EFL learners’ accuracy and complexity in speaking. JELS, 1(4), 1-22.
  • Cambridge practice tests for IELTS (Vols. 1-8) (1996-2011). Cambridge, UK: Cambridge University Press. Dabaghi Varnosfadrani, A. & Basturkmen, H. (2009). The effectiveness of implicit and explicit error correction on learners’ performance. System, 37(1), 82-98.
  • Dabbaghi, A. (2006). A comparison of the effects of implicit/explicit and immediate/delayed corrective feedback on learners' performance in tailor-made tests. Unpublished Ph.D.
  • Dissertation, the University of Auckland. Ellis, R. (2005). Planning and task-based performance: theory and research. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 4-34). Philadelphia, PA: John Benjamins.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Pre-emptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407-432.
  • Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus on form. System, 30(4), 419-432.
  • Farrokhi, F. & Chehrazad, M. (2012). The effects of planned focus on form on Iranian EFL learners‘ oral accuracy. World Journal of Education, 2(1), 70-81.
  • Housen, A. & Pierrard, M. (2005). Investigations in instructed second language acquisition. New York: Mouton de Gruyter.
  • IELTS speaking band descriptors- public version (n.d.). Retrieved March 11, 2013, from http://www.ieltsessentials.com/pdf/BandcoreDescriptorsSpeaking.pdf IELTS Speaking Overview- teacher’s notes (n.d.). Retrieved March 11, 2013, from https://www.teachers.cambridgeesol.org/ts/digitalAssets/114847_IELTS_Speaking_Overview.pdf
  • Lightbown, P., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12(4), 429-448.
  • Loewen, S. (2011). Focus on Form. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 576-592). Routledge: New York.
  • Long M. (1988). Instructed interlanguage development. In L. Beebe (ed.), Issues in Second Language Acquisition: Multiple perspectives. Rowley, MA: Newbury House.
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in crosscultural perspective (pp. 39-52). Amsterdam: John Benjamins.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. In C. Ritchie, T. K. Bhatia (Eds.), Handbook of Language Acquisition, vol. 2. Second Language Acquisition (pp. 413-468). Academic Press, New York.
  • Long, M. (1997). Authenticity and learning potential in L2 classroom discourse. In G.M.Jacobs (Ed.), Language classrooms of tomorrow: Issues and responses (pp. 148- 169).
  • Singapore: SEAMEO Regional Language Centre. Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.
  • Nakakubo, T. (2011). The effects of planning on second language oral performance in Japanese: processes and production. Unpublished doctoral dissertation, University of Iowa.
  • Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439-481.
  • Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 108-48.
  • Ortega, L. (2005). What do learners plan? Learner-driven attention to form during pretask planning. In R. Ellis (ed.): Planning and Task Performance in a Second Language (pp. 77- 109). Philadelphia, PA: John Benjamins.
  • Rahimi, A. & Dastjerdi, H. V. (2012). Impact of immediate and delayed error correction on EFL learners’ oral production: CAF. Mediterranean Journal of Social Sciences, 3 (1), 45-54.
  • Rahimpour, M., Salimi, A., & Farrokhi, F. (2012). The effect of planned vs. unplanned form focused strategies on l2 learners' accuracy in oral task performance. Education Research Journal 2(7), 247-252.
  • Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 111-42). Philadelphia, PA: John Benjamins.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
  • Seifoori, Z. & Birjandi, P. (2008). The impact of mixed planning on the accuracy of Iranian learners’ oral performance. The Journal of Applied Linguistics, 1(3), 177-203.
  • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
  • Skehan, P. (2009). Modelling second language performance: integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30(4), 510-532.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seildlhofer (Eds.), Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp.125-144). Oxford: Oxford University Press.
  • Tavares, M. G. G. (2011). The relationship among pre-task planning, working memory capacity, and L2 speech performance: a pilot study. Linguagem & Ensino, 12(1), 165-194.
  • VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287-301.
  • Yuan, F. & Ellis, R. (2003). The effects of pretask planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27.
There are 32 citations in total.

Details

Other ID JA46BK62UN
Journal Section Articles
Authors

Vahid Panahzade This is me

Publication Date July 14, 2016
Published in Issue Year 2014 Volume: 4 Issue: 1

Cite

APA Panahzade, V. (2016). The Relative Impacts of Planned Preemptive vs. Delayed Reactive FonF on EFL Learners’ Lexical Resource. The Journal of Language Learning and Teaching, 4(1), 68-82.