On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners’ Vocabulary Learning in ESP Context

Mahnaz Saeidi, Elaheh Zaferanieh and Hafez Shatery

English Language Teaching, 2012, vol. 5, issue 10, 72

Abstract: This study investigated the effectiveness of three kinds of vocabulary instruction. Seventy learners in the classes of English for Specific Purposes (ESP) were divided into three different groups receiving different instructions- Focus on Form Instruction (FoF) (Dictogloss task), Focus on Meaning Instruction (FoM) (Reading and Discussion task), and Focus on Forms (FoFs) Instruction (Word lists). The first two groups were experimental groups, and the last group was control group. The results of this research indicated that learners in FoF group achieved significantly higher scores than those in FoM and FoFs. Also, learners’ scores in FoM group were significantly higher than FoFs group. These findings were justified by main features of FoF tasks (dictogloss) including depth of processing hypothesis, discovery learning, pushed output, noticing hypothesis, awareness raising, negotiation, collaboration, and motivation.

Date: 2012
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/19760/13038 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/19760 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:5:y:2012:i:10:p:72

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().