The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context

Authors

  • Akbar Bahari University of Qom

DOI:

https://doi.org/10.4995/rlyla.2019.10785

Keywords:

Dynamic Systems Theory (DST), nonlinear dynamic motivation (NDM), intentional vocabulary acquisition, incidental vocabulary acquisition, CALL

Abstract

Drawing on dynamic systems theory, FonF practice model was contextualized with respect to its impact on L2 learners’ incidental and intentional vocabulary acquisition in CALL context. To this end, a mixed methods approach was conducted on a sample of 93 intermediate EFL learners in CALL setting in keeping with the FonF practice model. Comparing incidental and intentional acquisition was the target of the study. The obtained results confirmed the effectiveness of the FonF practice model via form-, meaning-, and communication-oriented strategies to develop listening and speaking proficiency as well as incidental and intentional vocabulary acquisition among the experimental group. The main educational implication of the study is the effectiveness of FonF practice model at recruiting the potential behind CALL affordances towards developing listening-speaking proficiency and developing intentional and incidental vocabulary while catering for nonlinear dynamic motivational factors at individual L2 learner level.

 

Downloads

Download data is not yet available.

References

Arora, A., Evans, S., Gardner, C., Gulbrandsen, K, & Riley, J. E. (2015). Strategies for success: Using formative assessment to build skills and community in the blended classroom. In S. Koç, X. Liu, & P. Wachira (Eds.), Assessment in online and blended learning environments (pp. 235-251). Charlotte, NC: Information Age

Publishing.

Bahari, A. (2018a). Nonlinear dynamic motivation-oriented telecollaborative model of language learning via formulaic sequences to foster learner autonomy. The Journal of Teaching English with Technology, 18/3:65-81, http://www.tewtjournal.org

Bahari, A. (2018b). Sacred text motivation for general l2 learners: a mixed methods study. Journal of Academic Ethics, 16/4: 1-31. https://doi.org/10.1007/s10805-018-9316-3

Bahari, A. (2018c). Developing listening and speaking via a psycho-socio-cultural learning model based on nonlinear dynamic motivation. Jordan Journal of Modern Languages and Literature, 10/2: 115-135.

Bahari, A. (2019a). "FonF practice model from theory to practice: CALL via focus on form approach and nonlinear dynamic motivation to develop listening and speaking proficiency". Computers & Education, 130/3: 40-58. https://doi.org/10.1016/j.compedu.2018.11.009

Bahari, A. (2019b). "Psychological reactance management via nonlinear dynamic motivation in classroom and telecollaborative second language learning contexts". Journal of educational, health and Community Psychology, 8/1: 40-58. https://doi.org/10.1016/j.compedu.2018.11.009

Bygate, M. & V. Samuda (2005). Integrative planning through the use of task-repetition. In R. Ellis (ed.), Planning and task performance in a second language. Amsterdam: John Benjamins, 37-74. https://doi.org/10.1075/lllt.11.05byg

Chang, M. M. (2005). "Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception". Computer Assisted Language Learning, 18/3: 217-230. https://doi.org/10.1080/09588220500178939

Chiu, Y.-H. (2013). "Computer-assisted second language vocabulary instruction: A metaanalysis". British Journal of Educational Technology, 44/2: E52-E56. https://doi.org/10.1111/j.1467-8535.2012.01342.x

Clifford, R. & Granoien, N. (2008). Application of technology to language acquisition processes: What can work and why. In M. V. Holland & F. P. Fisher (Eds.), The path of speech technologies in computer assisted language learning: From research to practice (pp. 25-43). London, England: Routledge Language Learning.

Colpaert, J. (2018). "Exploration of Affordances of Open Data for Language Learning and Teaching". Journal of Technology and Chinese Language Teaching, 9/1: 1-14.

Dashtestani, R. (2015). "Examining the use of web-based tests for testing academic vocabulary in EAP instruction". Teaching English with Technology, 15/1: 48-61.

de Bot, K. (2008). "Introduction: Second language development as a dynamic process". The Modern Language Journal, 92/2: 166-178. https://doi.org/10.1111/j.1540-4781.2008.00712.x

DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: CUP.

Dörnyei, Z. & Ottó, I. (1998). "Motivation in action: A process model of L2 motivation". Working Papers in Applied Linguistics (Thames Valley University, London), 4: 43-69.

Dumova, T. (2012). The usability of online quizzes: Evaluating student perceptions. In S. Kelsey, & K. St. Amant (Eds.), Computer mediated communication: Issues and approaches in education (pp. 50-61). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-61350-077-4.ch004

Ellis, R. (2016). "Focus on Form: A Critical Review". Language Teaching Research, 20/3: 405-428. https://doi.org/10.1177/1362168816628627

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). "School engagement: Potential of the concept, state of the evidence". Review of Educational Research, 74/1: 59-109. https://doi.org/10.3102/00346543074001059

Ivey, G. (1999). "A multicase study in the middle school: Complexities among young adolescent readers". Reading Research Quarterly, 34: 172-192. https://doi.org/10.1598/RRQ.34.2.3

Larsen-Freeman, D. & Cameron, L. (2008). "Research methodology on language development from a complex systems perspective". Modern Language Journal, 92: 200-213. https://doi.org/10.1111/j.1540-4781.2008.00714.x

Laufer, B. (2006). "Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning". The Canadian Modern Language Review, 63/1: 149-166. https://doi.org/10.3138/cmlr.63.1.149

Long, M. (2000). Focus on Form in Task-Based Language Teaching. In Language Policy and Pedagogy, edited by R. H. Lambert and E. Shohamy, 179-192. Amsterdam: John Benjamins. https://doi.org/10.1075/z.96.11lon

Lu, H.-L. (2009). Pre-class online quizzing as a catalyst for pedagogical change. SoTL Commons Conference. Paper 56.

Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: Focus on sources of knowledge and on success. In A. D. Cohen & E. Macaro (eds.), Language learner strategies: 30 years of research and practice. Oxford: Oxford University Press, 165-185.

Nassaji, H. (1999). "Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities". Canadian Modern Language Review, 55: 385-402. https://doi.org/10.3138/cmlr.55.3.386

Nassaji, H. (2004). "The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success". The Canadian Modern Language Review, 61: 107-134. https://doi.org/10.3138/cmlr.61.1.107

Nassaji, H. (2016). "Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research". Language Teaching Research, 20/4: 535-562. https://doi.org/10.1177/1362168816644940

Nassaji, H., & Fotos, S. (2007). Current issues in form-focused instruction. In S. Fotos, & H. Nassaji (Eds.), Form focused instruction and teacher education: Studies in honor of Rod Ellis (pp. 7-15). Oxford: Oxford University Press.

Nassaji, H. & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms: integrating form focused instruction in communicative context. New York: Taylor & Francis. https://doi.org/10.4324/9780203850961

Norris, J., & Ortega, L. (2000). "Effectiveness of L2 instruction: A research synthesis and quantitative metaanalysis". Language Learning, 50: 417-528. https://doi.org/10.1111/0023-8333.00136

Pawlak, M. (2006). The place of form focused instruction in the foreign language classroom. Kalisz-Poznan´: Wydawnictwo WPA UAM.

Read, J. (2000). Assessing Vocabulary. Cambridge University Press, Cambridge, UK. https://doi.org/10.1017/CBO9780511732942

Shapiro, J., & Whitney, P. (1997). "Factors involved in the leisure reading of upper elementary school students". Reading Psychology, 18: 343-370. https://doi.org/10.1080/0270271970180402

Sheen, R. (2002). "Focus on form and focus on forms". ELT journal, 56/3: 303-305. https://doi.org/10.1093/elt/56.3.303

Tsou, W., Wang, W., & Tzeng, Y. (2006). "Applying a multimedia storytelling website in foreign language learning". Computers & Education, 47/1: 17-28. https://doi.org/10.1016/j.compedu.2004.08.013

Vidal, K. (2003). "Academic listening: A source of vocabulary acquisition?" Applied Linguistics, 24/1: 56-86. https://doi.org/10.1093/applin/24.1.56

Vidal, K. (2011). "A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition". Language Learning, 61/1: 219-258. https://doi.org/10.1111/j.1467-9922.2010.00593.x

VanPatten, B. (2004). Input and output in establishing form-meaning connections. In B. VanPatten, J. Williams, & S. Rott (Eds.), Form-meaning connections in second language acquisition (pp. 29-48). Mahwah, NJ: Erlbaum. https://doi.org/10.4324/9781410610607

Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky. Volume 4: The history of the development of higher mental functions (R. W. Rieber, Ed.). New York, NY: Plenum Press.

Wigfield, A., & Guthrie, J.T. (1997). "Relations of children’s motivation for reading to the amount and breadth of their reading". Journal of Educational Psychology, 89/3: 420-432. https://doi.org/10.1037/0022-0663.89.3.420

Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 673-91). Mahwah, NJ: Lawrence Erlbaum Associates.

Wilson, A., Hainey, T. & Connolly, T. M. (2013). "Using Scratch with Primary School Children: An Evaluation of Games Constructed to Gauge Understanding of Programming Concepts". International Journal of GamesBased Learning, 3/1: 25-41. https://doi.org/10.4018/ijgbl.2013010107

Winke, P., Gass, S., & Sydorenko, T. (2013). "Factors influencing the use of captions by foreign language learners: An eye-tracking study". The Modern Language Journal, 97/1: 254-75. https://doi.org/10.1111/j.1540-4781.2013.01432.x

Downloads

Published

2019-07-19

Issue

Section

Articles