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| 2581 |
Examining the relationship between group work and students’ willingness to participate
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| 2582 |
Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction
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| 2583 |
Teaching visual literacy in the secondary English/language arts classroom: an exploration of teachers’ attitudes, understanding and application
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| 2584 |
An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005
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| 2585 |
Educational experiences and academic achievement of Asian Indian American students in a Midwestern university town in the United States: a multiple case study
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| 2587 |
Middle school ELL and LD teachers' perceptions of the importance of reading methods
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| 2588 |
Improving student attitudes: a study of a mathematics curriculum innovation
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| 2589 |
A study of racial identity and the dispositions of student teachers
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| 2590 |
"This ain't a ghetto class; this is a fine class!": dramatic oral reading fluency activities in the social context of a ninth-grade classroom
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| 2591 |
The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher
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| 2592 |
Teacher candidate perceptions of electronic academic portfolios
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| 2593 |
An examination of students’ perceptions of goal orientation in the classroom and teachers’ beliefs about intelligence and teacher efficacy
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| 2594 |
The relationship of an adult education student's ability to process linguistic transformations
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| 2595 |
Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity
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| 2596 |
Examining the Complexities of Fostering Social Inclusion in Elementary Classrooms
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| 2598 |
What's in a Note? Sentiment Analysis in Online Educational Forums
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| 2599 |
Learning about Otherness: A Comparative Analysis of Culture Teaching and its Impact in International Language Teacher Preparation
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| 2600 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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Abstract:
Content-based language instruction has gained widespread acceptance as an effective approach in a range of educational settings for adults and children. It is premised on the belief that language and content are inextricably linked and that learning is enhanced through an integrated approach. Yet the nature of the relationship between content and language, and how integration can be achieved in the content-based language classroom, continue to be points of divergence for both researchers and practitioners. One approach to this question draws on research in form-focused instruction (FFI), which describes various instructional options that draw learners’ attention to form in primarily meaning and content-based classrooms. While widely accepted that FFI has a positive impact on language learning outcomes in a variety of contexts, FFI research in content-based language programs for adults has been limited. This study investigated the effect and effectiveness of FFI in a content-based language program designed to prepare adult newcomers to Canada for employment in a specific workplace sector. Two groups of adult learners participated in the study. One group of 16 adults received content-based instruction integrated with FFI while the other group of 20 adults received the same content-based instruction with a focus on meaning only. A quasi-experimental, pre-test/post-test/delayed post-test design was adopted for this comparative study in order to measure language and content outcomes. Language measures included an error correction task, a cloze task, and oral production tasks. Content outcomes were measured via content tests. In addition, a retrospective awareness protocol was designed to assess learners’ awareness of language and content in their instruction and to explore the relationship between this awareness and language development. ANOVA and ANCOVA results indicated that there was no advantage for the participants receiving form-focused instruction on language outcomes but a significant benefit on the content knowledge tests. Analysis of the retrospective report data indicated that the participants were able to identify the focus of the instruction they received. However, no relationship between awareness of language and language development was found. These findings are discussed in light of previous research and in terms of their implications for content-based language instruction. ; PhD
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Keyword:
Content-based language teaching; Education-Adult and Continuing-0516; Education-Bilingual and Multicultural-0282; Education-Curriculum and Instruction-0727; Education-Vocational-0747; English for Specific Purposes; Form-focused instruction; form-focussed instruction; grammar instruction; Language; language awareness; Literature and Linguistics-Linguistics-0290; meaning-based language teaching; meaning-focussed language instruction; occupational language; professional language teaching; Second Language Acquisition; Second Language Learning; vocational language teaching
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URL: http://hdl.handle.net/1807/26387
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