Title: The Effects of Form-Focused Instructions in Second Language Vocabulary Learning
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Authors:
Minqing Liu, Nanjing Longdu Primary School, China
Abstract:
In spite of some arguments that language learning may even become incidental to learning about the content, immersion and naturalistic acquisition studies have indicated that some linguistic features could not be learned ultimately if second language teaching was entirely meaning-focused. In other words, form-focused teaching needed to be considered and underlined. Many studies investigated the role of meaning and form in second language teaching, especially on grammar and feedback, while few studies have explicitly compared the two approaches for vocabulary acquisition. This study explores the effects of different types of form-focused instruction and input only on learners’ second language vocabulary learning. A quasi-experiment were conducted on a class of grade one students with beginner-level proficiency from a secondary school in China to collect data. There were totally three reading sessions, designed for incidental learning treatment, isolated FFI treatment, and integrated FFI treatment respectively. The gains and retention of target words were measured through vocabulary tests, which were conducted as a pretest, posttest, and delayed-posttest. Through the data analysis on test results of three types of teaching approaches, it was found that form-focused instruction promoted higher vocabulary learning and retention than incidental learning significantly. This study also found that isolated form-focused instruction led to more vocabulary learning than integrated form-focused instruction, while integrated form-focused instruction performed better on vocabulary retention. The study suggests that teachers could choose different types of vocabulary instructions according to different teaching needs and learners’ individual differences.
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