英语论文网

anded out to investigate students’ attitudes towardsvocabulary learning and teaching; meanwhile, whether students’ communicativecompetence is improved or not is also investigated by questionnaires.
…………

Chapter Two Literature Review

2.1 Focus- on- Form Instruction
Michael Long (1991) firstly defined FonF instruction as a method which aimedat attracting students’ attention to some linguistic elements that appeared incidentallyin classes whose primary focus was on meaning or communication, but this definitionhas obvious theoretical features and it is difficult for researchers and teachers to applyto specific experiments or classrooms. In order for practical implementation, Longand Robinson(1998) regareded that FonF instruction often consisted of an occasionalshift of attention to linguistic features by the teacher and/or one or more studentswhich caused by perceived problems with comprehension or production.In fact, different researchers have different understandings of FonF instruction,just as Doughty and Williams (1998) pointed out that there were various ways abouthow FonF instruction was understood and used and it had been stretched beyond themeaning that Long (1991) originally assigned to it. For example, Doughty and Varela(1998) put forward a kind of FonF instruction which was different from Longs’definition in their experiment. From Doughty and Varela’s standpoints, the attentionto form involved in FonF instruction was not incidental but proactive and becauseFonF instruction made students exposed to a single preselected linguistic formrepetitively rather than exposed to a number of linguistic forms in a single lesson,FonF instruction was intensive but not extensive.
……………

2.2 Focus-on-Forms Instruction
Though FonFs instruction has been criticized seriously by many researchers, it isstill used in the most of classrooms all over the world (Long & Robinson, 1998). Inthis part, due to the need of present empirical study, the definitions and typical modelof FonFs instruction will be introduced. Literally, FonFs instruction is the instruction whose primary focus is on somediscrete language components and series of rules instead of the meanings they convey. In order to make further understanding of it, some authoritative definitions will bepresented and illustrated in the following paragraphs.According to Long’s definition (1991), ‘FonFs instruction consists ofpre-planned attempts to present discrete linguistic items’. That is, learners arerequired to pay attention to some discrete linguistic items prepared by teachersbeforehand in class. And then, in 1997, he gave a clearer definition, that is ‘underFonFs instruction, teaching contents center on language forms and emphasize thefocus on forms and continuous practice of these forms’. Ellis (1994) regarded it as theinstruction which managed to separate linguistic forms in order to teach and test themonce at a time; it could be discovered in language teaching classroom which wasbased on a structural syllabus. In 2001, Ellis made further exploration of it andemphasized that FonFs instruction was easy to find in the traditional approach togrammar teaching which was based on a synthetic syllabus; learners were required totreat language primarily as an object to be studied and practiced bit by bit and tofunction as students rather than as users of the本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。