The Integration of Focus-on-Form Instruction Within Culture -Based Lessons: Its Effects on Students' Knowledge on Vocabulary, Grammar, and Culture in 2nd- and 3rd -Semester French Courses
Grim, Frederique M.A.
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https://hdl.handle.net/2142/86272
Description
Title
The Integration of Focus-on-Form Instruction Within Culture -Based Lessons: Its Effects on Students' Knowledge on Vocabulary, Grammar, and Culture in 2nd- and 3rd -Semester French Courses
Author(s)
Grim, Frederique M.A.
Issue Date
2005
Doctoral Committee Chair(s)
Kim McDonough
Department of Study
French
Discipline
French
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Language and Literature
Language
eng
Abstract
The results of the qualitative analysis revealed that despite instructions, teachers had often a tendency to follow their natural teaching style. Furthermore, the use of English was used among teachers when providing direct and delayed translations, and feedback to their students. In terms of the quantitative analysis, the results showed that the planned focus-on-form group performed better on components such as vocabulary and grammar. The findings are discussed in terms of the implications for L2 teachers, teacher educators, second language theory, and pedagogical applications for CEI and focus-on-form.
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