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22 de dez. de 2020 · Form-focused instruction (FFI) refers to any pedagogical practice aimed at drawing learners' attention to language form. The “form” may consist of phonological (sound), morphosyntactic (word form, word order), lexical, pragmatic, discourse, or orthographical aspects of language.
- Laura Collins
- 2020
dias de hoje, citamos: form-focused instruction (instrução-focada-na-forma), focus-on-form (foco-na-forma) e focus-on-forms (foco-nas-formas), os dois últimos com ou sem hífen; e suas respectivas siglas e acrônimos: FFI, FonF e FonFs. O que cada um deles quer dizer? Intercambiáveis ou não? Explicarei em seguida, mas o que parece
- Rejane Teixeira Vidal
- 2007
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity.
11 de fev. de 2016 · ‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performance of tasks.
- Rod Ellis
- 2016
The findings indicate that collaborating form-focused and content-based approaches within classroom discussions of literature created occasions for language learners to negotiate form and meaning that provided the strongest rationales for attending to linguistic accuracy and fluency simultaneously to involve in effective communication.
- Çağrı Tuğrul Mart
- 2019
In this chapter, Long explains how focus on form brings together three major strands in his own research – the importance of negotiation of meaning (Long, Reference Long 1983a) and, in particular recasts (Long, Reference Long 2007) as a source of implicit learning, the need for form-focused instruction (Long, Reference Long 1983b) as a source ...
The role of form-focused instruction (FFI), defined as “any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form” (Ellis 2001, p. 1), in a foreign language classroom has been of great interest to researchers and theoreticians for the last few decades.
