Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students exposed to form-focused instruction showed a significant increase in ability to correctly assign grammatical gender across pretest, immediate-posttest, and delayed-posttest measures. → Roy Lyster 2004

Evidence¶

Roy Lyster 2004¶

Roy Lyster. (2004). DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION. Studies in Second Language Acquisition, Volume 26, Issue 3. https://doi.org/10.1017/S0272263104263021

q3 · i? · causal · r2

Quasi-experimental classroom study of four teachers and eight classes of 179 fifth-grade immersion students (10–11 years old); analyses of pretest, immediate-posttest, and delayed-posttest results showed "a significant increase in the ability of students exposed to FFI to correctly assign grammatical gender."

"Analyses of pretest, immediate-posttest, and delayed-posttest results showed a significant increase in the ability of students exposed to FFI to correctly assign grammatical gender."

Discussion¶

Related Claims¶

• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — a broader claim this one bears on
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction — related
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — related
• Italian grammatical gender stays incompletely mastered by L2 learners and heritage speakers alike, and a gendered first language helps only conditionally. — related
• Explicit instruction facilitates the acquisition of L2 grammar — a broader claim this one bears on
• Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production — a broader claim this one bears on