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

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

French

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Grim, Frederique M.A.

Contributors dc:contributor

• Kim McDonough

• Education, Language and Literature

Language dc:language

eng

Identifier

(MiAaPQ)AAI3182272

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/86272