Focus on form in EFL communicative classroom

Bu betimsel çalışmayla, İran’da İngilizce’nin yabancı dil olarak öğrenildiği iletişime dayalı sınıflarda dil yapısı öğretiminin içeriği incelenmiştir. Çalışma bulgularına göre, 10 saatlik anlam odaklı öğretim sürecinde sadece 41 defa yapının üzerinde durulduğu kısım (her 15 dakikada bir) yer almaktadır ve bu sonuç alanyazında aktarılan benzer bir çalışmanın sonuçlarının çok altındadır. Araştırmanın bulguları göstermektedir ki gözlemlenen eğitim ortamında hata önleme amaçlı yapı odaklı öğretim çok az sıklıkla tercih edilmiştir. Çalışma, öğretmen eğitiminde katılımcılara yapı odaklı öğretiminin önemine dair bilgilendirmenin daha etkin şekilde verilmesi önerisiyle sonuçlandırılmıştır.

This descriptive study examines the nature of focus on form in an EFL communicative classroom in Iran. The study found that in 10 hours of meaning-focused instruction there were only 41 focus on form episodes (one in every 15 minutes), which is a much lower rate compared to a similar study reported in the literature. Furthermore, the findings of the study revealed that there were very few instances of preemptive focus on form in the observed instructional setting. The article concludes that teacher training courses should play a more active role in informing trainee teachers of the instructional value of focus on form.

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