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Form-focussed instruction is of two basic types:

Published on Oct 31, 2018

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PRESENTATION OUTLINE

1.

Form-focussed instruction is of two basic types:

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2.

1.planned attempts to intervene in interlanguage development and thereby to cater to international language learning.

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3.

2.attempts to attract learners attention to forms in the course of instruction that is not explicitly designed to teach them and thereby to cater to incidental acquisition.
Long (1988, 1991)

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4.

Long has labelled these two types of form-focussed instruction "focus on forms" and "focus on form"

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5.

Focus on form is defined by Long (1991) as follows:
1.Focus-on-form refers to pedagogic, not to mental activity. Thus it takes place interactionally and involves observable behaviour.
2.Assumption is that teacher and learners are both
primarily focused on using language communicatively, not with trying to learn the language.

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6.

3.Despite this focus-on-meaning, occasions arise when the
participants need to or choose to focus on form.
4.A final assumption is that focus-on form
is necessarily occasional and transitory, as otherwise it would supplant the primary focus-on-meaning.

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7.

Thus focus-on-form to can be seen as involving these criterial features;
1. it is observable (i.e. occurs interactionally),
2. it arises incidentally,
3. it occurs in discourse that is primarily meaning-centred and
4. it is transitory.

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8.

Each of these two types of focus-on-form can be realized by means of a number of
discoursal strategies. For example, reactive focus-on-form can be conversational or
didactic. Conversational focus-on-form occurs when the attention to form arises in the course of dealing with a communication problem resulting in the negotiation of
meaning as in example 1 below.

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9.

S1: my group has a name.

T: what name?

S1: Bes.

T: Bess’ group?

S1: best

T: oh, best, okay

S2: best

T: best, not group three, the best, that’s a lovely name

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10.

Here the teacher fails to understand the name of S1’s

group because the student fails to pronounce ‘best’ clearly. The problem is resolved

when the teacher requests confirmation that pushes S1 to articulate ‘best’ more

distinctively.

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11.

Conclusion

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12.

Much of what goes on in the name of language teaching is directed at intentional learning through focus-on-forms instruction. Linguistic items or language skills are
are explained to students and then practised with a view to automatizing them.
Students know what it is they are supposed to be learning and are invited to learn them intentionally. There is no doubt that in a classroom context, intentional language learning is both natural and desirable, especially for older learners.

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