چکیده

Isolated Focus on Form Instruction (FFI), introduced by Spada and Lightbown (2008), is divided into two forms: early and delayed FFI. The former offers explicit instruction before communicative practice tasks, while the latter provides it after the tasks. This study aimed to investigate whether sequential isolated (FFI) has variable effects on learning grammatical structures with different complexity levels by Persian EFL learners. To this end, six intact EFL classes were chosen from the Iranian junior public high schools. They were all beginning male Persian learners of English. Two groups (grade 7) received instruction of a simple structure; two groups (grade 8) enjoyed a moderately complex structure and the last two groups (grade 9) were instructed a highly complex structure, while one group within each grade received either early or delayed FFI. Analysis of the post test scores indicated that early FFI positively affected learning the simple structure while the delayed FFI was more effective on learning the moderately and highly complex structures. Moreover, the complexity was found to significantly interact with direction of sequencing focused tasks and explicit instruction.

کليدواژه ها

isolated form focused instruction, complexity, grammatical structures

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Manijeh Youhanaee , 1398 , The role of Isolated Focus on Form and rate of complexity in developing EFL learners English interlanguage , اولين کنفرانس بين المللي مطالعات زبان انگليسي