2. CONTENTS:
Page
Introduction
1-Aims of the Study
2-Assumptions and Hypothesis
3-Tools of the Study
4-Means of the Research
5-Structure of the Study
Chapter One: Form-Focused Instruction in SLA
Introduction
1-1-Teaching English as a Second Language (SLA)
1-2-Instruction in SLA
1-2-1-Definition of Instruction
1-2-2-Importance and Role
1-2-3-views
1-2-3-1-The Non-Interface Position
1-2-3-2-The Weak Interface Position
1-2-3-3-The strong Interface Position
1-2-4-Types
1-2-4-1-Focus on FormS (FonfS)
1-2-4-1-1-Definition
1-2-4-1-2-Principles
1-2-4-1-3-Shortcomings
1-2-4-2-Focus on Meaning (FonM)
3. 1-2-4-2-1-Definition
1-2-4-2-2-Principles
1-2-4-2-3-Shortcomings
1-2-4-3- From Focus on FormS and Focus on Meaning to Focus on Form
1-2-4-3-1-Definitions of Focus on form (FonF)
1-2-4-3-2-Principles and Assumptions
1-2-4-3-3-Components
1-2-4-3-3-1-Accuracy
1-2-4-3-3-2-Fluency
1-2-4-3-3-3-Complexity
1-2-4-3-4-Grammar and Form Focused Instruction
1-2-4-3-4-1-The Concept of Grammar
1-2-4-3-4-1-1-Definition
1-2-4-3-4-1-2-Importance
1-2-4-3-4-1-3-Methods and Approaches
1-2-4-4-4-2-Grammar in Communication
1-2-4-4-4-3-The role of Corrective Feedback
1-2-4-4-5-Types of Form-Focused Instruction
1-2-4-3-5-1-Isolated
1-2-4-3-5-1-Integrated
1-2-4-3-6-Strategies and Techniques of FonF Instruction
1-2-4-6-1-Input Flooding
1-2-4-6-2-Task-Essential Language
1-2-4-6-3-Input Enhancement
1-2-4-6-4-Output Enhancement
1-2-4-6-5-Interaction Enhancement
1-2-4-6-6-Textual Enhancement
4. 1-2-4-6-7-Consciousness Raising Tasks
1-2-4-3-7-Form-Focused Instruction and Language Skills
1-2-4-3-7-1-Writing
1-2-4-3-7-2-Reading
1-2-4-3-7-3-Listening
1-2-4-3-7-4-Speaking
1-2-4-3-8-Form focused instruction and language proficiency
Conclusion
Chapter Two: Oral Proficiency and Form-Focused Instruction
Introduction
2-1-Language Proficiency
2-1-1-Definition
2-1-2-Importance and Role
2-3-Oral Proficiency
2-3-1-Definition
2-3-2-Components
2-3-2-1-Grammar
2-3-2-2-Vocabulary
2-3-2-3-Pronunciation
2-3-2-Factors Affecting the Oral Proficiency
2-3-2-1-Feedback
2-3-2-2-Activities
2-3-2-3-Instruction
2-3-3-Speaking Instruction
2-3-3-1-Definition of speaking
2-3-3-2-Speaking and the Other Skills
2-3-3-3-Speaking Techniques
5. 2-3-3-3-1-Group Work
2-3-3-3-2-Discussion
2-3-3-3-3-Role play
2-3-3-4-Assessing Speaking
2-3-3-5-The Relation between Form-Focused Instruction and the Oral Level
2-3-3-6-Reviewing the Literature
Conclusion
Chapter three: The Questionnaire Analysis
Introduction
3-1-Students’ Questionnaire
3-1-1-Sample Description
3-1-2-Questionnaire Description
3-1-2-Questionnaire Analysis
Conclusion
General conclusion
Bibliography
Appendices
Appendix 1: Student’s Questionnaire
