{"title":"Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning.","authors":"B. Laufer","doi":"10.3138/CMLR.63.1.149","DOIUrl":null,"url":null,"abstract":"Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction - and particularly FonFs - is claimed to be indispensable for L2 vocabulary learning.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2006-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"177","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.3138/CMLR.63.1.149","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 177
Abstract
Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction - and particularly FonFs - is claimed to be indispensable for L2 vocabulary learning.
摘要:本研究以158名高中英语学习者为对象，比较了注重形式(Focus on Form, FonF)和注重形式(Focus on FormS, FonF)两种学习方法在二语新单词学习中的效果。在研究的第一阶段，FonF小组阅读一篇包含目标单词的文章，小组讨论，并回答理解问题。FonFs组将目标单词作为独立的条目来研究其含义和用法示例。在研究的第二阶段，所有的学习者都收到了目标单词及其含义，并在15分钟的测试中学习了这些单词。他们在每个阶段结束后立即接受测试，两周后接受测试。结果显示，第一阶段后，FonFs组得分明显提高，第二阶段后差异消失。由于学习者不可能为了考试而学习所有的词汇，所以以形式为中心的教学——尤其是以形式为中心的教学——被认为是二语词汇学习不可或缺的。
期刊介绍：
During the more than 60 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivantes has evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.
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