Pedagogical Effectiveness and Feasibility of Focus on Form vs. Focus on Meaning in a Reading Class: Compatibility of Teacher-Learner's Perspectives

Autor/inn/en	Abbasian, Gholam-Reza; Pooshaneh, Leila
Titel	Pedagogical Effectiveness and Feasibility of Focus on Form vs. Focus on Meaning in a Reading Class: Compatibility of Teacher-Learner's Perspectives
Quelle	(2015), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Quasiexperimental Design; Adult Learning; English (Second Language); Comparative Analysis; Discussion (Teaching Technique); Scores; Student Attitudes; Teacher Attitudes; Reading Instruction; Foreign Countries; Language Proficiency; Questionnaires; Reading Comprehension; Control Groups; Experimental Groups; Story Telling; Reading Tests; Statistical Analysis; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Adulte education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Lehrerverhalten; Leseunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Fragebogen; Leseverstehen; Lesetest; Statistische Analyse
Abstract	Many empirical investigations have demonstrated that explicit Focus on Form (FOF) methods are more effective than implicit Focus on Meaning (FOM) methods (Norris & Ortega, 2000), because in FOF instruction learners' attention is drawn to linguistic form while FOM instruction requires learners' attention to communicate (Ellis, 2001). However, this piece of research focused on both the effectiveness and feasibility study of FOF vs. FOM in reading class. In this quasi-experimental study, 20 adult EFL learners of pre-intermediate level were divided into two experimental groups which received two different types of instruction. During a ten-session treatment, the first group was provided with FOF instruction (Dictoglass task), while the second group was provided with FOM instruction (Discussion task). The results revealed a significant difference between two experimental groups. The FOF group scored significantly higher than the FOM group. Regarding the students and teachers' perspectives towards feasibility of FOF in reading class, the students believed that FOF was feasible in reading classes, while the teachers were not unanimous in this regard, but towards feasibility of FOM both groups held positive attitudes. Generally, the data revealed that both FOF and FOM have feasibility in reading classes. In terms of feasibility, both methods are equally well- functioning, but as to developing reading skill FOF proved a bit more effective than FOM. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01