The differential impact of the timing of form-focused instruction on the acquisition of the past counterfactual conditional and
framing expressions for English questions
This study compared the effect of the timing of form-focused instruction (FFI) on the acquisition of the past
counterfactual conditional (PCC) and framing expressions (FEs) for English questions. Sixty-three EFL adult learners received a total of six
hours of isolated or integrated FFI on the target features. Acquisition was measured by means of cloze tests and interviews. The results
obtained from a mixed-design ANOVA indicated that the learners in the two experimental groups made significant gains on the two language
measures. A dependent t-test revealed that the two target structures responded differentially to the timing of form-focused instruction. We
discuss some of the theoretical and pedagogical implications of these findings.
Article outline
- 1.Introduction
- 2.Literature review
- 3.Method
- 3.1Participants
- 3.2Target structures and materials
- 3.3Design and procedures
- 3.4Instructional treatment
- 3.4.1Form-focused instruction
- 3.4.2Main activity
- 3.5Instruments
- 3.6Analysis
- 4.Results
- 4.1The effect of the timing of FFI on the learning of the two target features
- 4.1.1Written tests
- 4.1.2Oral interviews
- 4.2The differential effect of the timing of focus on form on the target features
- 4.2.1Written tests
- 4.2.2Oral interviews
- 5.Discussion
- 5.1The effect of the timing of focus on form on the learning of the target structures
- 5.2The differential effect of the timing of focus on form on the acquisition of the two structures
- 5.2.1The difference between the two experimental groups on the written tests
- 5.2.2The differences between the two experimental groups on the oral interviews
- 6.Limitations and future research
- 7.Conclusion and implications
-
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