|標題：Integrating form- focused instruction and communicative language teaching approach: teaching wh-questions in secondary EFL classes in Taiwan|
|作品名稱||Integrating form- focused instruction and communicative language teaching approach: teaching wh-questions in secondary EFL classes in Taiwan|
|著者||Fahn, Rueih-lirmg Sharon; Chang, Hsiao-chuan|
|摘要||In decades, researchers argued over the controversy between form-based and meaning-based instructions. Lightbown and Spada concluded that learners in the language learning setting that integrated form-focus instruction (FFI) and Communicative Language Learning (CLT) could work better than the CLT orientation alone or those that completely emphasized FFI. The purpose of the study was to examine the effects of the two different teaching methods, i.e. FFI+CLT and CLT; in secondary EFL classes in Taiwan. In total, the study was conducted for five months. Three classes of first-year junior high school students were randomly assigned to the two treatments: FFI+CLT, CLT. The other class was the Control group. The English wh-question was the target structure for this experiment. Students' performance on wh-questions was assessed by means of a pretest, an immediate posttest, and a three-month delayed posttest, constituting of interpretation
and production tasks. Reading and writing abilities were the two skills tested in the study. The results showed that the FFI+CLT Approach could do better than the CLT and the GTM Approaches. Furthermore, the strategy of corrective feedback could particularly help learners bring out more significant effects.
|關鍵字||Form-Focus instruction;Communicative Language Teaching;Grammar-Translation
|通訊作者||Fahn, Rueih-lirmg sharon|