東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Isolated and integrated form-focused...

Monfared, Seyed Amirhossein.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Isolated and integrated form-focused instruction: Novice and experienced ESL teachers' cognition./
作者:	Monfared, Seyed Amirhossein.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	English as a second language. -
電子資源:	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.
LDR:02864nmm a2200313 4500 001 2118108
005 20170605151642.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339713083
035 $a (MiAaPQ)AAI10107926
035 $a AAI10107926
040 $a MiAaPQ $c MiAaPQ
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.
590 $a School code: 1634.
650 4 $a English as a second language. $3 516208
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language education. $3 3172512
690 $a 0441
690 $a 0290
690 $a 0444
710 2 $a Alliant International University. $b Education. $3 2095428
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 1634
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10107926