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摘要：本文是初中英语教学论文，Focus on form instruction has been a hot topic for the past decades in secondlanguage acquisition research. There are substantial studies in the West to prove itsimportance and effect both practically and empirically.

a wrong understanding. Thelearners primarily treat language as a tool during comprehending and producingmessages, which means the context is meaning focused. Lexical forms draw theparticipants’ attention temporarily during the meaning-centred activity, so that thelearners will acquire the linguistic forms. Thus, focus on form indicates explicitattention to the meaning of certain lexical forms in meaning-centered context.Therefore, the term FOF is not only about attention to form, but also to meaningwhich is realized by the form.
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2.2 Focus on Form
Focus on form is an instruction contrasted with focus on forms and focus onmeaning. It is proposed by Michael Long in 1988. The instruction is defined asfollows: “Focus on form ... overtly draws students' attention to linguistic elements asthey arise incidentally in lessons whose overriding focus is on meaning orcommunication” (Long,1991, pp. 45-46).The above definition suggests that focus on form is in some waypsycholinguistically plausible for it stimulates language learners’ attention to formduring natural communicating. However, this definition is rather a theoretical onethan a practical one. Long and Robinson (1998) redefined FOF as “Focus on formoften consists of an occasional shift of attention to linguistic code features—by theteacher and/or one or more students----triggered by perceived problems withcomprehension or production”. This definition is a more practical one which providesresearchers and teachers an operational way to implement FOF.As Focus on Form instruction became widespread and popular, its definitionhas been expanded by many researchers. For instance, Doughty and Williams (1998)suggests “there is considerable variation in how the term focus on form is understoodand used.” Through many of their studies it can be seen that Focus on Form is treatedas a proactive instruction rather than an incidental instruction. The best example isWilliams and Evans’s study in 1998, in which two certain forms had been preselectedand students received form-instructions which were preplanned. Obviously, theirunderstanding of Focus on Form is on contrary with Long’s. Focus on Form has beenexpanded to the preplanned type.
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Chapter 3 Research Methodology ........25
3.1 Research Questions......25
3.2 Subjects ....25
3.3 Instruments....27
3.4 Reseach Design.......28
3.5 Procedure ......29
3.6 Data Collection and Analysis......33
Chapter 4 Results and Discussion ........35
4.1 Results of the Study .....35
4.1.1 Result of the Experiment .......35
4.1.2 Result of the Interview......38
4.2 Discussion .....40
4.2.1 Discussion on Question 1 ......40
4.2.2 Discussion on Question 2 ......41
4.2.3 Discussion on Question 3………..43
Chapter 5 Conclusion. .......45
5.1 Major Findings........45
5.2 Implications of the Research.......46
5.3 Limitations of the Research ........47
5.4 Suggestions for Future Research .....48

Chapter 4 Results and Discussion

4.1 Results of the Study
In this part the scores of EC and CC from post-test and delayed-test will beanalyzed. Throught the comparation of the scores, whether there is a significantdifference between EC and CC will be found out.In order to analyze the scores, SP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。