원문정보
초록
영어
The present study examines effects of focus-on-form (FonF) instruction on the development of the use of the past counterfactual conditional among Japanese learners of English as a foreign language (EFL). The researcher developed instructional techniques for inducing cognitive comparisons by means of a written modeling method. The study included three groups of university students (N = 84): (1) an Explicit FonF group (EFF), which received model texts and explicit grammar instruction after second language (L2) writing; (2) an Implicit FonF group (IFF), which received only model texts after L2 writing; and (3) a Focus on Meaning group (FonM), which engaged in L2 writing only. The results showed that EFF outperformed IFF and FonM, and that IFF outperformed FonM in the written sentence-completion test. The data indicated that approximately 56% of the noticed linguistic features of IFF were for grammar, and that approximately 44% of students in the IFF condition noticed the target form while comparing their own texts and the model texts. The author argues that FonF instruction, which helps L2 learners make cognitive comparisons, has a more significant effect on the development of their productive knowledge of the target form than FonM instruction, in which learners are not involved in making cognitive comparisons.
목차
Introduction
Literature Review
The English Past Counterfactual Conditional for Japanese EFL Learners
Effectiveness of Focus-on-Form Instruction
Written Modeling as a Form of Corrective Feedback
Cognitive Comparison and SLA
Research Questions
Methodology
Participants
Instructional Treatments
Procedure
Testing Measure and Data Analysis
Results
Results of the Written Sentence-Completion Test
Results of Noticing the Past Counterfactual Conditional
Discussion
Conclusion
Note
Acknowledgments
The Author
References