Martha septiningtyas second language acqusition

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FORM-FOCUSED INSTRUCTION & SLA

MARTHA & MARITA

FORM-FOCUSED

INSTRUCTION

Rod Ellis. 2008. The Study of Second Language

Acquisition. 2ndEd

1. What is Form Focus Instruction?

2. Two types of instructional3. Methodology of FFI studies4. Theoretical Position5. Effect of FFI on L2

Acquisition6. The Effects of FFI on the

Acquisition

What is Form Focus Instruction?Focus on form

Within a communicative approach, referring to learners and teachers addressing formal features of language that play a role in the meanings that

are negotiated.

Focus on formS, which emphasis formal aspects rather than

meaningful activities (Carter and Nunan, 2001).

THE DIFFERENCES (CONT.)

Focus on form(FonF instruction)

Focus on forms(forms-focused

instruction) Triggered by perceived problems in comprehension or production

Pre-selected in the syllabus

Linguistic features are explored in contexts.

Forms are taught in isolation

Analytical approach Synthetic approach

Two Kinds of instructionalR. Ellis (2005)

Indirect intervention as instruction that aimed at creating the conditions for learners to learn experientially through learning how to

communicate in in the L2.

Direct intervention The instruction specifies what it is that learners will

learn and when they learn it.

Direct intervention

Based on R. White (1988) referred to as a type A of curriculum that is a curriculum that is synthetic rather than analytic and is accuracy rather than fluency oriented.

TYPE A CurriculumWiddowson (1989)

The contents of Curriculum type A (linguistic term)

It is aimed at ‘skill-getting’ and constituted an investment for future use.

List of phonological Lexical

Grammatical items to be taught / functional items

Discussion of FFI Chapter

Whether instruction

could change the

natural ORDER/SEQUENCE

OF ACQUSITION

Determining whether

the effect of form

focused instruction

are durable.

Methodology of FFI studies

A true experiment requires

Random sampling

Random distribution

A control group

Key FeaturesPre Test :

essential are used in order to ensure that the groups are equivalent at the beginning

of the study.

Post Test : in order to establish whether any immediate

effects of the instructions are durable and also whether the effect only become evident

after a period of time.

Two methodological in the design of FFI Studies

The choice of linguistic targetThe mentalist

The design of the instruments for

measuring learning.

eractioni

Choice of linguistic target

REMIDIALAcquisition sequences

Grammatical complexity

Linguistic theory Psycholinguist

ic theory

The measurement of learning in FFI studies

Increased control over use of a linguistic feature

MethodGaining in accuracy from pre-test to post-test. This method employs both comprehension and production data

Instruments• A variety of

instruments involving :

1.Metalinguistic judgment

2.Selected responses3.Constrained

selected responses

Progress along an acquisition Sequence

In term of changes in the frequency with learners produce

different construction for performing the target variables.

(production data)

A communicative task that elicit free

constructed response.

INSTRUMENT

Theoretical Positions

The ‘zero option’

FINDING

Dulay & Burt 1973;Krashen 1982 ; Corder 1976

proposed that classroom language learning will construct their inter language ‘naturally

In the same way as they would if they were learning grammar through the process of learning

The abandonment of formal instruction

Effect of FFI on L2 Acquisition

Effect of FFI on L2 Acquisition

FEATURES

Analytical

.

EXPERIMENTAL FEATURESubstantive or motivated topic

purposeful activity (project) not exercise

Language use has of four skills as part of purposeful actions.

Priority of meaning transfer and fluency.

Analytical

Focus on aspect of L2, including phonology, grammar functions, discourse, and sociolinguistic.

Cognitive study of language items (rules and regalities are noted)

Attention to accuracy and error avoidance

FORM FOCUSED INSTRUCTION (FFI)FFI research investigate the effect of form-focused instruction by comparing learners. COMPARATIVE METHOD STUDIES

NATURALISTIC

INSTRUCTED SITUATION

How Learners acquired an L2 in Natural Setting

They tend to follow a Natural Order of ACQUSITION

Achievement of groups who received FFI

Groups of learners who had not received FFI

Long (1983) Group of learners who receive formal instruction achieve higher level of proficiency than those who don’t.

Long’s Conclusion

There is considerable evidence that SL instruction does make different (1983). He claimed that instruction was advantageous.

For children as well as adult

For both intermediate and advanced learners

In acquisition rich as well as acquisition well as acquisition poor environment.

Krashen (1985)

Long 1983

Arguing that the studied did not show an advantage for formal instruction , but only that learning in a classroom was helpful for “beginners” who find difficulty the needed (adult) in normal communication outside the classroom.

Argue that the subjects in some of the studies had been wrongly classified as ‘intermediate’ and 'advance’.

‘formal instruction ‘ was more important than consider about different learners L2

proficiency

Spada (1987)

Krashen (1985)

The Effects of FFI on the Order and Sequence of

Acquisition

The overall scores of the learners they investigated dropped to a level

approximately halfway between pre-test and post-test 6 months after instruction.

Gains in the correct positioning of adverb were largely lost five months after the

instruction

LightBown (1992)

L. White (1991)

The effects of grammar instruction may not last

The Durability of FFI effect

Harley (1989)

Found that increased accuracy in the formation of questions, evident in the

same learners that White has investigated did not slip back to pre-

instruction level.

The learners were still improving some six months later.

In Fact

Instruction are Durable

- Embedded in communication activities- Possibly continues access to

communication after instruction has given.

Learner Benefits’ of FFI Harley (1989)

The following tentative conclusions attempt to reconcile the various findings :

Instructed learners manifest the same order of acquisition as naturalistic learners.

Grammar instruction may prove powerless to alter the natural sequence of acquisition of development structures (learners

production)

Grammar instruction can be effective in enabling learners to progress along the natural order more rapidly.

The Effect of Different Types of Formal Instruction

FORMAL INSTRUCTION

Attention to Form

Provision of

corrective feedback

What kind of formal instruction works best?

Methodological options available to teachers

TEACHERS

Frameworks of options Investigating the specific

options on L2 acquisition

The types of FFI available to teachers

Input-based options

Explicit options

Corrective feedback options

Productionoptions

Methodological options for FFI

structured input

enhanched input

input flooding

Input-based options

indirect explicit instruction

direct explicit instruction

Explicit options



Macro-option Focus-on-forms Focus-on-form

Input-based Intentional. Learners pay attention to the target form

Incidental. Learners are not told what the target form is

Explicit instruction Direct explicit instructionIndirect instruction

No explicit instruction is provided

Output-based Text-manipulationText-creationError-avoidingError-inducing

Text creation

Corrective Feedback

Explicit Implicit

Focus-on-forms and focus-on-form types of instruction

Focus-on-Forms VS Focus-on-Form

• the evident in traditional approach to grammar teaching

• Pay attention to the target form

Focus-on-

forms:

• evidence of an integration of form or meaning

• primary attention to meaning• focus on meaning

Focus-on-form:

Input-based instruction

Enriched input Input-processing instruction

Notice Comprehend Practice


Enriched input

form of oral or written texts

Listen to

Read


Input processing

Learners correctly process the target structure for meaning

Interpretation tasks

Making response

Activities: Attention to meaning

The form and function of the grammatical structure

Error identification

Stimulus

Spoken and written input

VanPatten

Attention to form-meaning mappings (Input-based instruction)

Traditional production practice (Traditional instruction)

Moreeffective

Implicit VS Explicit InstructionImplicit FFI Explicit FFI

Attracts attention to target form

Directs attention to target form

Spontaneously (communication-oriented activity)

Predetermined and planned (the main focus and goal of a teaching activity)

Unobtrusive (minimal interruption of communication of meaning)

Obtrusive (interruption of communicative meaning)

Presents target forms in context Present target forms in isolationMakes no use of metalanguage Uses metalinguistic terminology (rule

explanation)

Free use of the target form Controlled practice of target form

Inductive VS Deductive Explicit Instruction

Deductive FFI

Inductive FFI

provided by the teachers

Learners discover rules for themselves

Inductive VS Deductive Explicit Instruction

Seliger (1975)

Robindson (1996b) and Rosa and O’Neill (1999)

Erlam (2005)

The effects of presenting metalinguistic information before and after practice activities

The effects of giving students a rule as opposed to asking them to search for a rule

The effects of these two types of instruction on the acquisition of direct object pronouns in French as a foreign

language

The deductive FFI is more effective than inductive FFI

Depends on preferred learning

style

Production Practice-Error-Inducing

Tomasello and Herron (1988,

1989)

Explicit Instruction

Down the Garden Path

The problems were explained and illustrated to students.

The typical errors were induced and then immediately corrected

DGP More effective

carrying out a cognitive comparison

Increasing motivation to learn

Corrective Feedback

Doughty & Varela (1998)

A frequent cited study of corrective feedback

Students’ production of oral and written

At past tense verbs

Corrective recasting

Learner: I think that the worm will go under the soil.

Teacher: I think that the worm will go under the soil?

Learner: (No response)Teacher: I thought that the worm would go

under the soil.Learner: I thought that the worm would go under

the soil.

Example

Result Students showed significant post-test gains in oral which were largely maintained over time

Corrective Feedback

(Ellis & Sheen 2006)

(DeKeyser 1993)

Implicit feedback

Explicit feedback

•Recast did not result in significant gains

No statistically significant difference evident between extensive explicit corrective feedback & limited explicit corrective feedback

which type of corrective feedback is most effective for L2 learning.

No CLEAR CUT conclusion

individual and contextual

factors

FFI and Implicit Knowledge

Does FFI in general have any effect on learners’ L2 implicit knowledge?

Krashen(1981, 1982, 1994) The effect of FFI is only peripheral

FFI affect only the “learning” of simple structures as explicit

knowledge

FFI do not affect the “acquisition” of implicit knowledge

Effects of Instruction on L2 Pragmatic Development

Takimoto (2006)

Rose and Kwai-fun (2001)

The necessary of teaching of

L2 pragmatic

The effectiveness of different

instructional options

The effect of different

lengths of instruction on learning



Extended instruction is more beneficial

A shorter period of instruction was more effective

Compared studies that provided less than five hours of instruction with those that provided more than five hours

(Rose & Kwai-fun 2001) (Tateyama & Takimoto (2006)

(Joya & Kaya)

Learning style

Language Aptitude

Working Memory

Motivation

Anxiety

The Mediate Effects of Individual Difference Factors

INFLUENCE FFI

Individual Learner Differences


Learners are differed in terms of some individual difference factor. (Field dependence/independence)


ATI studies

(Abraham, 1985)

FD learners performed better with an inductive treatmentFI did better with a deductive treatment

Learning style


Correlationalstudies (Erlam, 2005)

Language analytic ability was a factor when learners weretaught by an inductive or structured input instruction.

(Erlam, 2005)

Working memory was associated with the learning thatresulted from an input-based type instruction.

Language aptitude

Working memory


(Takahashi, 2005)

(Sheen, 2006)

Intrinsic motivation led to higher achievement ininput-based instruction.

Learners with low language classroom anxiety were ableto benefit from corrective feedback in the form of recastto a greater extent than those with high anxiety.

Motivation

Anxiety

Education

Martha septiningtyas second language acqusition