32.516, Books: First Meaning Then Form: Piggott

[The LINGUIST List]

LINGUIST List: Vol-32-516. Wed Feb 10 2021. ISSN: 1069 - 4875.

Subject: 32.516, Books: First Meaning Then Form: Piggott

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Date: Wed, 10 Feb 2021 20:22:07
From: Janacy van Duijn Genet [lot-fgw at uva.nl]
Subject: First Meaning Then Form: Piggott

 


Title: First Meaning Then Form 
Subtitle: A Longitudinal Study on the Effects of Delaying and Reducing Form-focused
Instruction for Young Adolescent EFL Learners 
Series Title: LOT Dissertation Series  

Publication Year: 2019 
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
	   http://www.lotpublications.nl/
	

Book URL: https://www.lotpublications.nl/first-meaning-then-form 


Author: Leslie Piggott

Paperback: ISBN:  9789460933301 Pages: 255 Price: Europe EURO 33


Abstract:

When teaching a foreign language in an instructional setting it is common
practice to provide explicit form-focused instruction. This type of
instruction often includes the presentation and practice of isolated
linguistic structures (grammar rules) without a communicative need. Providing
this instruction in a foreign language classroom has shown significant
short-term gains in language tests that focus on the accurate production or
recognition of specific grammatical features. But when language production is
viewed from a different perspective, including measures such as communicative
effectiveness, fluency and lexical diversity, and over a longer period of
time, it is uncertain to what extent explicit form-focused instruction
facilitates language learning. Is it of added value? Or would a mainstream
foreign language classroom be better off without? In other words, how can the
limited time in the language classroom best be spent?

In this dissertation language proficiency development was compared between two
cohorts of students in secondary education learning English as a foreign
language. One cohort did not receive any explicit form-focused instruction
whereas the other did. Both receptive and productive language skills were
taken into account as well as the effects of cognitive and affective
individual differences. Additionally, the participating teachers were
interviewed to evaluate their teaching practice and practical issues that
occurred after leaving out the explicit form-focused instruction. This work is
of interest for linguists and teaching practitioners who would like to know
more about different language learning processes in different instructional
settings.
 



Linguistic Field(s): Language Acquisition


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=151274




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