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Isolated and integrated form-focused...

Monfared, Seyed Amirhossein.

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Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition./
Author:	Monfared, Seyed Amirhossein.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107926
ISBN:	9781339713083

Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition.
Monfared, Seyed Amirhossein.

Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 222 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Alliant International University, 2016.

This study investigated novice and experienced teachers' cognition and perceptions regarding timing of grammar instruction theoretically known as isolated and integrated form-focused instruction (FFI). Timing of FFI was originally proposed by Spada and Lightbown (2008). Both isolated and integrated FFI are used in classrooms that are mainly communicative and meaning-based. Also both types are teacher generated, planned and deductive. In isolated FFI, the learners' attention is drawn to forms or formal features of language prior to, in preparation, or after communicative activities whereas in integrated FFI the attentions are drawn to forms during communicative or meaning-based activities. Novice and experienced teachers' preference for isolated and integrated FFI teaching at higher and lower levels of English proficiency were analyzed, compared and contrasted with the previous literature.

ISBN: 9781339713083Subjects--Topical Terms:

516208
English as a second language.

Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition.
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100 1 $a Monfared, Seyed Amirhossein. $3 3279917
245 1 0 $a Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Kenneth Kelch.
502 $a Thesis (Ed.D.)--Alliant International University, 2016.
520 $a This study investigated novice and experienced teachers' cognition and perceptions regarding timing of grammar instruction theoretically known as isolated and integrated form-focused instruction (FFI). Timing of FFI was originally proposed by Spada and Lightbown (2008). Both isolated and integrated FFI are used in classrooms that are mainly communicative and meaning-based. Also both types are teacher generated, planned and deductive. In isolated FFI, the learners' attention is drawn to forms or formal features of language prior to, in preparation, or after communicative activities whereas in integrated FFI the attentions are drawn to forms during communicative or meaning-based activities. Novice and experienced teachers' preference for isolated and integrated FFI teaching at higher and lower levels of English proficiency were analyzed, compared and contrasted with the previous literature.
520 $a This study was a mixed-method, the quantitative data was collected from a survey and the qualitative data was gathered through six interviews and responses to open-ended survey questions. Thirty-five ESL teachers participated. The quantitative data revealed that novice and experienced teachers both expressed preference for integrated FFI. However, teachers who were teaching at the lower proficiency level showed preference for integrated FFI. Regarding isolated FFI, variations in responses from teachers of different levels of English proficiency were not statistically significant. The qualitative data from interviews and open-ended data indicated the importance of both integrated and isolated FFI and, by contrast to the quantitative finding, a stronger preference for isolated FFI at teaching lower proficiency level. Moreover, teachers reflected on other relevant issues such as contextual factors, learners' background and needs, and the attributes of grammatical structures.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107926