Junior Highschool Students’ Perceptions: Focus-on-Form VS.Focus-on-Forms Grammar Instruction
محورهای موضوعی : 0shahla heidarzade 1 , Fatemeh Behjat 2 , Ehsan Hadipour 3
1 - Department of English Language, Shi. C. Islamic Azad university, Shiraz, Iran.
2 - Department of English Language, Aba. C. Islamic Azad University, Abadeh, Iran
3 - Department of English Language, Shi. C., Islamic Azad University, Shiraz, Iran
کلید واژه: EFL, Focus on Form (F-on-F), Focus on Forms (F-on-Fs), grammar instruction, learners’perceptions,
چکیده مقاله :
Recent studies suggest that focus-on-form (F-on-F) instruction has a positive effect on EFL students’ language proficiency. However, few have looked at learners’ perspectives on F-on-F instruction, particularly in an Iranian context. The present study was a mixed-methods research. In the quantitative phase of the study, two types of variables were involved. The independent variables were F-on-F, reactive and preemptive strategies, and F-on-Fs instruction, and the dependent variables were students’ performance of grammar. The quantitative data was numerical based on the learners’ performance in pre-test and post-test after receiving eight sessions of instruction. The qualitative phase of the research was done based on a semi-structured interview after the treatment on grammar performance of F-on-F and F-on-Fs groups. The findings show that there were positive attitudes among students towards F-on-F instruction in contrast to F-on Fs in learning grammar tenses. As it was a mixed method research, the results showed significant difference between the effect of the two strategies with the Focus-on-Form group outperforming the Focus-on-Forms group as well.
Recent studies suggest that focus-on-form (F-on-F) instruction has a positive effect on EFL students’ language proficiency. However, few have looked at learners’ perspectives on F-on-F instruction, particularly in an Iranian context. The present study was a mixed-methods research. In the quantitative phase of the study, two types of variables were involved. The independent variables were F-on-F, reactive and preemptive strategies, and F-on-Fs instruction, and the dependent variables were students’ performance of grammar. The quantitative data was numerical based on the learners’ performance in pre-test and post-test after receiving eight sessions of instruction. The qualitative phase of the research was done based on a semi-structured interview after the treatment on grammar performance of F-on-F and F-on-Fs groups. The findings show that there were positive attitudes among students towards F-on-F instruction in contrast to F-on Fs in learning grammar tenses. As it was a mixed method research, the results showed significant difference between the effect of the two strategies with the Focus-on-Form group outperforming the Focus-on-Forms group as well.
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