Cargando…

The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers

Form-focused instruction (FFI) can help second language (L2) learners notice the forms of language, which is conducive to the acquisition of linguistic forms. Two types of FFIs had been proposed, including focus-on-formS (FonFs) and focus-on-form (FonF). Previously, studies on FFI in L2 classroom te...

Descripción completa

Detalles Bibliográficos
Autores principales: Chen, Mo, Li, Wenya
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9035550/
https://www.ncbi.nlm.nih.gov/pubmed/35478761
http://dx.doi.org/10.3389/fpsyg.2022.790424
_version_ 1784693317588484096
author Chen, Mo
Li, Wenya
author_facet Chen, Mo
Li, Wenya
author_sort Chen, Mo
collection PubMed
description Form-focused instruction (FFI) can help second language (L2) learners notice the forms of language, which is conducive to the acquisition of linguistic forms. Two types of FFIs had been proposed, including focus-on-formS (FonFs) and focus-on-form (FonF). Previously, studies on FFI in L2 classroom teaching have focused mainly on the influence of two types of FFIs on the L2 acquisition of grammar and vocabulary. The influence of FonFs and FonF on L2 oral production, however, has been addressed less often. The advantages and disadvantages of different teaching methods in FonFs and FonF have not been well investigated. On the basis of Schmidt’s noticing hypothesis, VanPatten’s input processing hypothesis, and Long’s interactive hypothesis, we investigated the effects of teaching goals, teaching steps, and interactive activities in FonFs and FonF on the complexity, accuracy, and fluency of 32 native Korean speakers’ L2 Chinese oral production. We found that FFI significantly improved the performance of L2 Chinese oral production, although different FFIs had different effects on complexity, accuracy, and fluency. FonF and FonFs could improve both complexity and accuracy, whereas FonF also significantly improved fluency, which was not observed in FonFs. Furthermore, we found that the level of L2 proficiency could modulate the interaction between instruction methods and learning outcomes. For low-proficiency learners, FonF was more helpful for the improvement of fluency. For high-proficiency learners, FonFs was more helpful for the improvement of accuracy. These results demonstrated that teachers should pay attention to the interaction between specific teaching conditions with different L2 proficiency and learning outcomes when implementing FFI. The findings of this study have important implications for the design of procedures and interactive activities of L2 spoken Chinese teaching.
format Online
Article
Text
id pubmed-9035550
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-90355502022-04-26 The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers Chen, Mo Li, Wenya Front Psychol Psychology Form-focused instruction (FFI) can help second language (L2) learners notice the forms of language, which is conducive to the acquisition of linguistic forms. Two types of FFIs had been proposed, including focus-on-formS (FonFs) and focus-on-form (FonF). Previously, studies on FFI in L2 classroom teaching have focused mainly on the influence of two types of FFIs on the L2 acquisition of grammar and vocabulary. The influence of FonFs and FonF on L2 oral production, however, has been addressed less often. The advantages and disadvantages of different teaching methods in FonFs and FonF have not been well investigated. On the basis of Schmidt’s noticing hypothesis, VanPatten’s input processing hypothesis, and Long’s interactive hypothesis, we investigated the effects of teaching goals, teaching steps, and interactive activities in FonFs and FonF on the complexity, accuracy, and fluency of 32 native Korean speakers’ L2 Chinese oral production. We found that FFI significantly improved the performance of L2 Chinese oral production, although different FFIs had different effects on complexity, accuracy, and fluency. FonF and FonFs could improve both complexity and accuracy, whereas FonF also significantly improved fluency, which was not observed in FonFs. Furthermore, we found that the level of L2 proficiency could modulate the interaction between instruction methods and learning outcomes. For low-proficiency learners, FonF was more helpful for the improvement of fluency. For high-proficiency learners, FonFs was more helpful for the improvement of accuracy. These results demonstrated that teachers should pay attention to the interaction between specific teaching conditions with different L2 proficiency and learning outcomes when implementing FFI. The findings of this study have important implications for the design of procedures and interactive activities of L2 spoken Chinese teaching. Frontiers Media S.A. 2022-04-11 /pmc/articles/PMC9035550/ /pubmed/35478761 http://dx.doi.org/10.3389/fpsyg.2022.790424 Text en Copyright © 2022 Chen and Li. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chen, Mo
Li, Wenya
The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title_full The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title_fullStr The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title_full_unstemmed The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title_short The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers
title_sort influence of form-focused instruction on the l2 chinese oral production of korean native speakers
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9035550/
https://www.ncbi.nlm.nih.gov/pubmed/35478761
http://dx.doi.org/10.3389/fpsyg.2022.790424
work_keys_str_mv AT chenmo theinfluenceofformfocusedinstructiononthel2chineseoralproductionofkoreannativespeakers
AT liwenya theinfluenceofformfocusedinstructiononthel2chineseoralproductionofkoreannativespeakers
AT chenmo influenceofformfocusedinstructiononthel2chineseoralproductionofkoreannativespeakers
AT liwenya influenceofformfocusedinstructiononthel2chineseoralproductionofkoreannativespeakers