Learners receiving both form- and meaning-focused instruction improved more than a form-focused group (attributed to Park, 2000)¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article reports, citing Park (2000), that form-focused instruction helped, but learners receiving both form- and meaning-focused instruction demonstrated more improvement than the form-focused group. → Darcy 2018

Evidence¶

Darcy 2018¶

Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal, 30(1). doi:10.5070/b5.35963

q1 · i? · theoretical · r2

The article attributes this finding to Park (2000) as background support for the claim that explicit focus on form is useful but not sufficient on its own; the reviewed study's design is not described in the article.

"As Park (2000) found, form-focused instruction helped, but learners receiving both form- and meaning-focused instruction demonstrated more improvement than the form-focused group."

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

• Explicit pronunciation instruction improves controlled production of targeted sounds and prosody, with smaller and less certain gains in spontaneous speech — the general claim this finding bears on, with the studies behind it

• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related