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Noun-ending form-focused instruction embedded in subject-matter teaching

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

An instructional treatment that draws learners' attention to selected French noun endings that reliably predict grammatical gender and provides practice associating endings with gender attribution. It was "implemented in the context of regular subject-matter instruction by three of the four teachers, each with two classes, for approximately 9 hours during a 5-week period," while a comparison teacher taught the same subject matter without FFI. The treatment targets written and oral gender-attribution accuracy in immersion students.

Design Implications

Context

Requirements

  • Delivered within regular subject-matter instruction over approximately 9 hours across a 5-week period
  • Selected noun endings that reliably predict grammatical gender
  • Opportunities for practice in associating endings with gender attribution

Constraints

Target Learners

  • Fifth-grade (10–11-year-old) French immersion students

Learning Goals

  • Accurately assigning grammatical gender to French nouns

Claims

Examples

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Key Sources

  • 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
Page metadata
Field Value
type design
id noun-ending-ffi-subject-matter-treatment
title Noun-ending form-focused instruction embedded in subject-matter teaching
description An instructional treatment that draws learners' attention to selected French noun endings that reliably predict grammatical gender and provides practice associating endings with gender attribution.
status review
generated by process:settle-candidates on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — roy-lyster-2004

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