| Title: |
Form-Focused Instruction: Isolated or Integrated? |
| Language: |
English |
| Authors: |
Spada, Nina; Lightbown, Patsy M. |
| Source: |
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Jun 2008 42(2):181-207. |
| Availability: |
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
27 |
| Publication Date: |
2008 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Grammar; Cognitive Psychology; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Interlanguage; Language Acquisition; Language Fluency; Communicative Competence (Languages); Instructional Effectiveness |
| DOI: |
10.1002/(ISSN)1545-7249 |
| ISSN: |
0039-8322 |
| Abstract: |
There is increasing consensus that form-focused instruction helps learners in communicative or content-based instruction to learn features of the target language that they may not acquire without guidance. The subject of this article is the role of instruction that is provided in separate (isolated) activities or within the context of communicative activities (integrated). Research suggests that both types of instruction can be beneficial, depending on the language feature to be learned, as well as characteristics of the learner and the learning conditions. For example, isolated lessons may be necessary to help learners who share the same first language (L1) overcome problems related to L1 influence on their interlanguage; integrated instruction may be best for helping learners develop the kind of fluency and automaticity that are needed for communication outside the classroom. The evidence suggests that teachers and students see the benefits of both types of instruction. Explanations for the effectiveness of each type of instruction are drawn from theoretical work in second language acquisition and cognitive psychology as well as from empirical research. (Contains 9 footnotes.) |
| Abstractor: |
As Provided |
| Number of References: |
123 |
| Entry Date: |
2008 |
| Access URL: |
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1545-7249 |
| Accession Number: |
EJ818254 |
| Database: |
ERIC |