Academic journal article Modern Journal of Language Teaching Methods

The Efficiency of Planned Focus on Form on the Success in Elt

Academic journal article Modern Journal of Language Teaching Methods

The Efficiency of Planned Focus on Form on the Success in Elt

Article excerpt

Abstract

In the context of this research, it is intended to treat and assess a grammar teaching method that results in grammatical accuracy and fluency simultaneously as a reply to the question of "What kind of grammar teaching method should be used in ELT?". It is thought that it is useful to use a model which supplies consciousness in forms and which stresses meaning and usage. Thus, it is aimed to investigate the efficiency of Planned Focus on Form in this study. The target forms of this study are When-While Clauses and Present Perfect Tense in English. Firstly, a language teaching model and testing materials were developed on the basis of Planned Focus on Form for each of the two target forms. Secondly, these materials were piloted with a group of similar participants. After having designed the materials, this model was conducted in eighth grade class at a secondary school in Ankara-Sereflikoçhisar. Then, the tests related to these target forms were applied to the participants. Next, the scores of the pretests, posttests and follow-up tests were statistically analyzed in order to test the effectiveness of treatment procedure. Finally, the findings of the study are obtained from this data analysis. At the end of this study, it is concluded that Planned Focus on Form

* is more efficient in learning and using of the target forms.

* is more efficient in learning and using grammatical rules of target forms.

* is more efficient in comprehension and interpretation of target forms in reading skills.

* is more efficient in controlled and free production of target forms in writing skills.

* is more efficient in retention of target forms which are learned.

Key words: Form Focus Instruction, Planned Focus on Form, Grammar Teaching, Foreign Language Teaching.

1. Introduction

A language is a system which contains a number of rules, lexical items and the usage of these items in communicative aims. These elements of a language are thought to be taught in also foreign language teaching. Within this concept, the grammatical items should also be taught with their usage. There are also numerous studies which emphasizes the teaching of grammatical items in meaningful contexts (Ceylan, 2007; Çali§, 2001; Gürata, 2008; Odabagi, 1994). There are also some studies which advices to apply activities that pay attention to the target forms in the input and to the description and comprehension of the target forms in grammar teaching (Ellis, 1995: 88).

In the context of this research, it is aimed to treat and evaluate a grammar teaching method that results in grammatical accuracy and fluency simultaneously as a reply to the question of "What kind of grammar teaching method should be used in English language teaching?" Within this context, the relationship that explains how input changes into output should be understood in a better way in order to solve the problem of teaching grammar. The basic question in the subject of turning input into output is that "What kind of grammar teaching supplies the relation of turning input into output?" It is thought that it is useful to use a model which supplies consciousness in forms and stresses meaning and usage. Thus, the teaching model that benefits from the communicative approaches and that teaches the characteristics of a form in a contextual and meaningful context is emphasized in this study. The current study aims to provide insights into the processes of language curriculum development in teaching English as a foreign language to Turkish students according to the sub model of Form Focus Instruction, that's Planned Focus cm Form. In other words, it explains a smallscale study including material development, treatment and testing based on Planned Focus on Form Instruction.

Numerous studies have been carried out on Form Focus Instruction in foreign language teaching (FLT) for over 30 years. It has been investigated whether Form Focused Instruction, leads to higher levels of accuracy in the use of specific structures as well as the effects of instruction on the sequence of acquisition. …

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