First Meaning then Form: a longitudinal study on the effects of excluding classroom form-focused instruction

L. Piggott; H.C.J. de Graaff

First Meaning then Form: a longitudinal study on the effects of excluding classroom form-focused instruction

UiL OTS

Research output: Contribution to conference › Abstract › Other research output

Abstract

This study tracked second language development over a one-year period in two different secondary education settings in the Netherlands. Two groups of 240 pupils either received an EFL teaching approach with explicit form-focused instruction and activities or without. Writing assignments were analyzed focusing on accuracy, complexity and adequacy.

Original language	English
Publication status	Unpublished - 24 Sept 2016
Event	SLRF Second Language Research Forum - Columbia University, New York City, United States Duration: 22 Sept 2016 → 25 Sept 2016 Conference number: 35 http://www.tc.columbia.edu/slrf2016/

Conference

Conference	SLRF Second Language Research Forum
Country/Territory	United States
City	New York City
Period	22/09/16 → 25/09/16
Internet address	http://www.tc.columbia.edu/slrf2016/

Cite this

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title = "First Meaning then Form: a longitudinal study on the effects of excluding classroom form-focused instruction",

abstract = "This study tracked second language development over a one-year period in two different secondary education settings in the Netherlands. Two groups of 240 pupils either received an EFL teaching approach with explicit form-focused instruction and activities or without. Writing assignments were analyzed focusing on accuracy, complexity and adequacy.",

author = "L. Piggott and {de Graaff}, H.C.J.",

year = "2016",

month = sep,

day = "24",

language = "English",

note = "SLRF Second Language Research Forum ; Conference date: 22-09-2016 Through 25-09-2016",

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TY - CONF

T1 - First Meaning then Form: a longitudinal study on the effects of excluding classroom form-focused instruction

AU - Piggott, L.

AU - de Graaff, H.C.J.

N1 - Conference code: 35

PY - 2016/9/24

Y1 - 2016/9/24

N2 - This study tracked second language development over a one-year period in two different secondary education settings in the Netherlands. Two groups of 240 pupils either received an EFL teaching approach with explicit form-focused instruction and activities or without. Writing assignments were analyzed focusing on accuracy, complexity and adequacy.

AB - This study tracked second language development over a one-year period in two different secondary education settings in the Netherlands. Two groups of 240 pupils either received an EFL teaching approach with explicit form-focused instruction and activities or without. Writing assignments were analyzed focusing on accuracy, complexity and adequacy.

M3 - Abstract

T2 - SLRF Second Language Research Forum

Y2 - 22 September 2016 through 25 September 2016

ER -

First Meaning then Form: a longitudinal study on the effects of excluding classroom form-focused instruction

Abstract

Conference

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