Form‐Focused Instruction: Isolated or Integrated?

By N. Spada, P. Lightbown. 2008

332 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/23fe86ba0251a5290ed0f26f6137369b7cb423f2

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In Developmental and Educational Psychology

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Citations in the corpus

Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “Several pedagogical techniques have been devised to draw learners’ attention to target linguistic items with a primary focus on meaning in communicative contexts, such as explicit instruction (Spada & Lightbown, 2008), focused tasks (Ellis, 2003), and corrective feedback (Lyster & Saito, 2010).”
Research into practice: Grammar learning and teaching (2015, unknown): “…(1995) and Robinson (1996) showed that students learned simple morphosyntactic rules better under conditions of explicit-deductive learning and more complex rules better under implicit-inductive conditions, presumably because the latter were difficult to articulate (Spada & Lightbown 2008).”
Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, methodology): “According to Spada and Lightbown (2008) both types of instruction can be planned, teacher-generated and include explicit, deductive instruction.”
Interaction and instructed second language acquisition (2018, background): “That learners tend to attend to lexical items more than grammatical items can be explained by the fact that nouns carry more important value when negotiating for meaning (Spada & Lightbown 2008).”
Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “Spada and Lightbown (2008) discussed how the communicative value of a language form can also contribute to its difficulty.”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “…and production; VanPatten, 2004), (b) TESOL QUARTERLY850 corrective feedback (i.e., provision of corrective feedback in response to students’ linguistic errors; Lyster, 2007), and (c) explicit instruction (i.e., provision of metalinguistic information before FonF lessons; Spada & Lightbown, 2008).”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “…information was provided before FFI lessons, especially with respect to the acquisition of nonsalient grammatical features with less communicative value (Spada & Lightbown, 2008 for a list of relatively difficult grammatical structures which might require isolated explicit instruction).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “The results would support the view that EI may be necessary with respect to linguistic features that learners would otherwise have tremendous diffi culties in noticing through mere exposure to L2 input (Ellis, 2002 ; Spada & Lightbown, 2008 ; VanPatten, 2004 ).”