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The effectiveness of the Focus on Fo...

Lin, Chih-chin.

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The effectiveness of the Focus on Form approach in an English as a foreign language context.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effectiveness of the Focus on Form approach in an English as a foreign language context./
Author:	Lin, Chih-chin.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3451861
ISBN:	9781124574295

The effectiveness of the Focus on Form approach in an English as a foreign language context.
Lin, Chih-chin.

The effectiveness of the Focus on Form approach in an English as a foreign language context. - 260 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ed.D.)--Alliant International University, San Diego, 2011.

THE PROBLEM. This study investigated the effectiveness of the Focus on Form approach (FonF) targeting simple past tense and definite and indefinite articles at college level in an English as a foreign language context. As the unsatisfactory results of standardized tests of the English learners in the targeted context, Taiwan, have shown in the past several years, there is room to improve teaching effectiveness in terms of the teaching approaches currently being utilized. Thus, this study explored the effects of FonF instruction in order to provide an alternative to the teaching practice in the study setting, and it is also hoped to shed some light on the TESOL field.

ISBN: 9781124574295Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effectiveness of the Focus on Form approach in an English as a foreign language context.
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020 $a 9781124574295
035 $a (UMI)AAI3451861
035 $a AAI3451861
040 $a UMI $c UMI
100 1 $a Lin, Chih-chin. $3 1678779
245 1 4 $a The effectiveness of the Focus on Form approach in an English as a foreign language context.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
500 $a Adviser: Holly Wilson.
502 $a Thesis (Ed.D.)--Alliant International University, San Diego, 2011.
520 $a THE PROBLEM. This study investigated the effectiveness of the Focus on Form approach (FonF) targeting simple past tense and definite and indefinite articles at college level in an English as a foreign language context. As the unsatisfactory results of standardized tests of the English learners in the targeted context, Taiwan, have shown in the past several years, there is room to improve teaching effectiveness in terms of the teaching approaches currently being utilized. Thus, this study explored the effects of FonF instruction in order to provide an alternative to the teaching practice in the study setting, and it is also hoped to shed some light on the TESOL field.
520 $a METHOD. A mixed methods study was conducted, and 72 college freshmen in two freshman English classes participated. Three tests, pretest, immediate posttest, and delayed posttest, were administered. The data from the grammaticality judgment tests and free writing, focusing on the uses of simple past tense and definite and indefinite articles were analyzed to examine the effectiveness of FonF instruction. A questionnaire of closed-ended and open-ended questions and teacher's field notes and teaching diary were also gathered and analyzed for defining the usefulness and the patterns of the participants' and the teacher's opinions regarding the FonF approach.
520 $a RESULTS. The findings showed that in general the FonF approach is more effective than non-FonF instruction in terms of the acquisition of the simple past tense and the articles. It also found that FonF instruction affected reception and production of the two targets similarly. However, FonF instruction impacted more significantly on the simple past tense with delayed between-group effects than the articles with immediate within-group effects that ceased to improve, but were maintained.
590 $a School code: 1389.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0279
690 $a 0441
710 2 $a Alliant International University, San Diego. $3 1022526
773 0 $t Dissertation Abstracts International $g 72-06A.
790 1 0 $a Wilson, Holly, $e advisor
790 $a 1389
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3451861