The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

• Published in: Theory and practice in language studies 2012-11, Vol.2 (11), p.2277
• Main Authors: Rahimpour, Massoud, Salimi, Asghar, Farrokhi, Farahman
• Format: Article
• Language: English
• Subjects: Accuracy; Adult Basic Education; Adult Students; English as a second language instruction; Language; Language Acquisition; R&D; Research & development; Second language learning; Second language teachers; Studies; Teachers; Teaching; Teaching Methods
• ISSN: 1799-2591; 2053-0692
• DOI: 10.4304/tpls.2.11.2277-2283

A number of Second Language Acquisition researchers argue that since focus on form facilitates second language development, therefore special attention to focus on form in the case of adult learners seems to be necessary. This area of research has been one of the hotly-debated issues in SLA literature. The main purpose of the present quasi-experimental study is to investigate the effects of intensive and extensive focus on form instructions on EFL learners' written accuracy. For the purpose of the study 40 learners of English at pre-intermediate level were chosen randomly as the participants of the study and assigned into two groups of experimental which received different types of instruction for 2 months. A narrative task and written production focused and unfocused tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure introduced by Ellis (2008).T-test was employed as the statistical means of analysis. The results of the study revealed significant differences between the performances of two groups in terms of the accuracy in focused written production task. The study carries significant implications for second language teachers, SLA researchers as well as task designers. [PUBLICATION ABSTRACT]