淡江大學機構典藏:Item 987654321/28533
English  |  正體中文  |  简体中文  |  Items with full text/Total items : 62830/95882 (66%)
Visitors : 4045861      Online Users : 951
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/28533


    Title: Integrating form- focused instruction and communicative language teaching approach: teaching wh-questions in secondary EFL classes in Taiwan
    Authors: Fahn, Rueih-lirmg Sharon;Chang, Hsiao-chuan
    Contributors: 淡江大學英文學系
    Keywords: Form-Focus instruction;Communicative Language Teaching;Grammar-Translation Method;Corrective Feedback
    Date: 2003
    Issue Date: 2012-12-03 23:12:29 (UTC+8)
    Publisher: 臺北縣：淡江大學外國語文學院
    Abstract: 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.
    Relation: 第六屆兩岸外語教學研討會論文集(上冊)，頁323-340
    Appears in Collections:[Graduate Institute & Department of English] Proceeding

    Files in This Item:

    File SizeFormat
    index.html0KbHTML221View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback