Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? There was some evidence that between-class differences in accuracy were due to differences in teachers' form-focused instruction. → Patsy M. Lightbown and Nina Spada 1990
Evidence¶
Patsy M. Lightbown and Nina Spada 1990¶
Patsy M. Lightbown and Nina Spada. (1990). Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition, Volume 12, Issue 4. https://doi.org/10.1017/S0272263100009517
q2 · i? · associational · r?
Analysis of a large corpus of classroom observation data from four intact classes in Quebec intensive ESL programs; the authors report only "some evidence" that accuracy differences were "due to differences in teachers' form-focused instruction". No effect size is printed.
"There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction."
Discussion¶
Related Claims¶
- Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases — related
- Between-class accuracy differences were not correlated with performance on listening comprehension tests — related
- Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — a broader claim this one bears on
- Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course — related
- Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests — related
- Second language instruction increases the rate of acquisition of English relativization by ESL learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
form-focused-instruction-explains-class-accuracy-differences |
title |
Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction |
description |
Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction |
status |
review |
evidence_strength |
weak |
newest_evidence |
1990 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — patsy-m-lightbown-and-nina-spada-1990 |
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