Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2016, , 65 - 77, 15.09.2016
https://doi.org/10.32601/ejal.461019

Öz

Kaynakça

  • 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

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

Yıl 2016, , 65 - 77, 15.09.2016
https://doi.org/10.32601/ejal.461019

Öz

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.

Kaynakça

  • 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
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Ümran Üstünbaş Bu kişi benim

Yayımlanma Tarihi 15 Eylül 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

APA Üstünbaş, Ü. (2016). Are EFL Learners and Teachers in the Same Camp? A Study on Form-focused Instruction. Eurasian Journal of Applied Linguistics, 2(2), 65-77. https://doi.org/10.32601/ejal.461019