| Título: | Research on Form-Focused Instruction in Immersion Classrooms: Implications for Theory and Practice |
| Autores: | Lyster, Roy |
| Fecha: |
2004 2008-06-17 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: |
article (journal) peer reviewed |
| Tema: |
French as a Second Language Learning Immersion Programs Canada French as a Second Language Instruction Grammatical Categories Address Forms Communicative Competence Interlanguage Language Teaching Methods Tense Mood (Grammatical) Gender (Grammatical) Pronouns |
| Descripción: | This article presents a comparative analysis of five quasi-experimental studies involving close to 1,200 students, ranging in age from 7 to 14, in 49 French immersion classrooms in Canada - a content-based instructional context where learners develop high levels of communicative ability yet demonstrate a leveling-off effect in their grammatical development. The studies investigated the effects of form-focused instruction on four areas known to be difficult for Anglophone learners of French: perfect vs imperfect past tense, conditional mood, second-person pronouns, & grammatical gender. Findings suggest that effective form-focused instruction in immersion contexts, at least with respect to interlanguage features that have reached a developmental plateau, includes a balanced distribution of opportunities for noticing, language awareness, & controlled practice with feedback. Less effective instructional options overemphasize negotiation for meaning in oral tasks where message comprehensibility & communication strategies circumvent the need for learners to move beyond the use of interlanguage forms. |
| Idioma: | eng |
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