{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86272"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86272","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Integration of Focus-on-Form Instruction Within Culture -Based Lessons: Its Effects on Students' Knowledge on Vocabulary, Grammar, and Culture in 2nd- and 3rd -Semester French Courses","abstract":"The results of the qualitative analysis revealed that despite instructions, teachers had often a tendency to follow their natural teaching style. Furthermore, the use of English was used among teachers when providing direct and delayed translations, and feedback to their students. In terms of the quantitative analysis, the results showed that the planned focus-on-form group performed better on components such as vocabulary and grammar. The findings are discussed in terms of the implications for L2 teachers, teacher educators, second language theory, and pedagogical applications for CEI and focus-on-form.","abstract_html":"The results of the qualitative analysis revealed that despite instructions, teachers had often a tendency to follow their natural teaching style. Furthermore, the use of English was used among teachers when providing direct and delayed translations, and feedback to their students. In terms of the quantitative analysis, the results showed that the planned focus-on-form group performed better on components such as vocabulary and grammar. The findings are discussed in terms of the implications for L2 teachers, teacher educators, second language theory, and pedagogical applications for CEI and focus-on-form.","abstract_has_math":false,"creators":["Grim, Frederique M.A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"French","degree_department":null,"school":null,"contributors":["Kim McDonough"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:02:17Z","date_published":"2015-09-28T15:02:17Z","updated_at":"2026-07-22T22:26:26Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3182272"],"render_values":[{"text":"(MiAaPQ)AAI3182272","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86272","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kim McDonough"]},{"key":"dc:creator","label":"Author","values":["Grim, Frederique M.A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:02:17Z","10000-01-01","2005"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["French"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86272","(MiAaPQ)AAI3182272"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The results of the qualitative analysis revealed that despite instructions, teachers had often a tendency to follow their natural teaching style. Furthermore, the use of English was used among teachers when providing direct and delayed translations, and feedback to their students. In terms of the quantitative analysis, the results showed that the planned focus-on-form group performed better on components such as vocabulary and grammar. The findings are discussed in terms of the implications for L2 teachers, teacher educators, second language theory, and pedagogical applications for CEI and focus-on-form.","Made available in DSpace on 2015-09-28T15:02:17Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3182272.pdf: 7849213 bytes, checksum: 1cf4e69e30a4f149fd1c28e84fd23011 (MD5) Previous issue date: 2005","Embargo set by: Seth Robbins for item 87553 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","295 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005."]},{"key":"dc:title","label":"Title","values":["The Integration of Focus-on-Form Instruction Within Culture -Based Lessons: Its Effects on Students' Knowledge on Vocabulary, Grammar, and Culture in 2nd- and 3rd -Semester French Courses"]}]}],"canonical_facts":{"dc:contributor":["Kim McDonough"],"dc:creator":["Grim, Frederique M.A."],"dc:date":["2015-09-28T15:02:17Z","10000-01-01","2005"],"dc:description":["The results of the qualitative analysis revealed that despite instructions, teachers had often a tendency to follow their natural teaching style. Furthermore, the use of English was used among teachers when providing direct and delayed translations, and feedback to their students. In terms of the quantitative analysis, the results showed that the planned focus-on-form group performed better on components such as vocabulary and grammar. The findings are discussed in terms of the implications for L2 teachers, teacher educators, second language theory, and pedagogical applications for CEI and focus-on-form.","Made available in DSpace on 2015-09-28T15:02:17Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3182272.pdf: 7849213 bytes, checksum: 1cf4e69e30a4f149fd1c28e84fd23011 (MD5) Previous issue date: 2005","Embargo set by: Seth Robbins for item 87553 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","295 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005."],"dc:identifier":["http://hdl.handle.net/2142/86272","(MiAaPQ)AAI3182272"],"dc:language":["eng"],"dc:subject":["Education, Language and Literature"],"dc:title":["The Integration of Focus-on-Form Instruction Within Culture -Based Lessons: Its Effects on Students' Knowledge on Vocabulary, Grammar, and Culture in 2nd- and 3rd -Semester French Courses"],"dc:type":["text"],"thesis:degree_discipline":["French"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:26Z"}