Effect of FFI Models on Chinese L2 Accuracy

Previous studies of form-focused instruction (FFI) have examined the effect of various aspects of inputs, corrective feedbacks, and instructions on L2 learners' accuracy development. Although much research has suggested that L2 learners achieve high accuracy and communicative competence when they receive input enhancement, explicit instruction, and corrective feedback, limited work has been done on the effect of FFI in Chinese language. The thesis utilized qualitative and quantitative methods and tested the effect of two FFI models on two groups of learners' acquisition in Chinese adverbial phrases. Even though the quantitative results show that the group that received explicit treatment had significantly improved accuracy in the immediate and delayed post-tests, the interview results revealed that students have different learning styles. This further suggests that no one right instruction is the best, and teachers should implement various teaching approaches based on students' needs.

Name thesis:degree_name

M.A.

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Department of East Asian Languages and Literatures

Grantor dc:publisher

University of Oregon

Year dc:date.issued

2013

Author dc:creator

• Chen, Jing-Yun

Advisor dc:contributor.advisor

• Jing-Schmidt, Zhou

• Chinese adverbial phrases
• Explicit instruction
• FFI
• Implicit instruction

Statement dc:rights

• All Rights Reserved.

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/1794/13263

OAI record oai:identifier

https://scholarsbank.uoregon.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Ascholarsbank.uoregon.edu%3A1794%2F13263