the durability in SLA

1. the durability of ffi effect
The effects of grammar instruction may not last
Lightbown et al
(1992)
The overall scores of the learners they investigated dropped
to a level approximately halfway between pre-test and post-test
6 months after instruction.
Harley (1989)
Gains in the correct positioning of adverb were largely lost
5 months after the instruction

2. Instruction are durable
Harley (1989)
Found that increased accuracy in the formation of questions,
evident in the same learners that White has investigated
did not slip back to pre-instruction level
The learners were still improving some six months later.
In Fact

3. Harley (1989)
• Embedded in communication activities
• Possibly continues access to communication after instruction has givenLearner
Benefits’ of FFI

4. The following tentative conclusions
attempt to reconcile the various findings:
Grammar instruction may prove powerless to alter the natural
sequence of acquisition of development structures (learners
production)
Grammar instruction can be effective in enabling learners to progress along the
natural order more rapidly.

5. The effects of different
types of formal instruction
FORMAL
INSTRUCTION
Attention
to Form
Provision
of
corrective
feedback

6. What kind of
formal instruction
works best?
There are Methodological
options that available to
teachers

7. Methodological options for FFI
Investigating
the specific
options on L2
acquisition
The types of
FFI available
to teachers
Frameworks
of options

8. Corrective
feedback
options

9. Methodological options for FFI
Input-based
options
input
flooding
enhanched
input
structured
input
Explicit options
direct explicit
instruction
indirect
explicit
instruction

10. Methodological options for FFI
Production
options
Text-
manipulation
Text-creation
Error-avoiding
Error-inducing
Corrective feedback
options
Implicit
Explicit
Input-
providing
Output-
prompting

11. Focus-on-forms and
focus-on-form
types of instruction
Macro-option Focus-on-forms Focus-on-form
Input-based Intentional. Learners pay
attention to the target form
Incidental. Learners are
not told what the target
form is
Explicit instruction Direct explicit instruction
Indirect instruction
No explicit instruction is
provided
Output-based Text-manipulation
Text-creation
Error-avoiding
Error-inducing
Text creation
Corrective
Feedback
Explicit Implicit

12. Focus-on-Forms VS Focus-on-Form
Focus-on-
Forms
the evident in
traditional
approach to
grammar
teaching
Pay
attention to
the target
form
Focus-on-
Form
evidence of an
integration of
form or
meaning
primary
attention to
meaning
focus on
meaning

13. Input-based instruction
Notice
Comprehend
Practice
Enriched input
Input-processing
instruction

14. Enriched input
form of oral or written texts
Listen to Read

15. Input processing
Spoken and written input
Learners correctly process
the target structure for meaning
Interpretation tasks Making responseStimulus
Activities: Attention to meaning
The form and function of the grammatical structure
Error identification

16. Implicit VS Explicit Instruction
Implicit FFI Explicit FFI
Attracts attention to target
form
Directs attention to target form
Spontaneously
(communication-oriented
activity)
Predetermined and planned
(the main focus and goal of a teaching
activity)
Unobtrusive (minimal
interruption of communication
of meaning)
Obtrusive (interruption of communicative
meaning)
Presents target forms in context Present target forms in isolation
Makes no use of metalanguage Uses metalinguistic terminology (rule
explanation)
Free use of the target form Controlled practice of target form

17. Inductive VS Deductive Explicit Instruction
Deductive FFI
Provided by the teachers
Inductive FFI
Learners discover rules
for themselves

18. Production Practice-Error-Inducing
Tomasello and
Herron (1988,
1989)
Explicit
Instruction
Down the
Garden Path
The problems were explained
and illustrated to students.
The typical errors were induced
and then immediately corrected
DGP More effective
carrying out a cognitive comparison
Increasing motivation to learn

19. Corrective Feedback
Implicit Explicit
Input-providing recasts Explicit correction
Output-
prompting
Repetitions
Clarification
requests
Confirmation checks
Metalinguistic comments
Elicitation
which type of
corrective feedback is
most effective for L2
learning.
individual and
contextual factors

20. Ffi and implicit knowledge
Does FFI in general have any effect on
learners’ L2 implicit knowledge?
Krashen
(1981, 1982, 1994)
The effect of FFI is only peripheral
FFI affect only the “learning” of simple
structures as explicit knowledge
FFI do not affect the “acquisition” of
implicit knowledge

21. Compliments
Request
Speech acts
Takimoto
(2006)
Rose and Kwai-
fun (2001)
Effects of Instruction on L2
Pragmatic Development

22. The necessary of
teaching of L2
pragmatic
The effectiveness of
different instructional
options
The effect of different
lengths of
instruction on
learning
Effects of Instruction on L2 Pragmatic
Development

23. The Mediate Effects of
Individual Difference Factors
Learning style
Language Aptitude
Working Memory
Motivation
Anxiety
INFLUENCE

24. Correlational studies
Aptitude- Treatment- Interaction (ATI) studies
Individual difference factors may mediate
the effects of the instruction.
The Mediate Effects of Individual Difference
Factors

25. Learners are differed in terms of some individual
difference factor. (Field dependence/independence)
ATI
studies
(Abraham, 1985) FD learners performed better with an inductive
treatment
FI did better with a deductive treatment
Learning
style
Note
ATI: Aptitude-Treatment-Interaction
FD: Field-dependent
FI: Field-Independent

26. Correlational
studies
(Erlam, 2005)
Language analytic ability was a factor when
learners were
taught by an inductive or structured input
instruction.
(Erlam, 2005) Working memory was associated with the learning
That resulted from an input-based type instruction.
Language
aptitude
Working
memory

27. Correlational
studies
(Takahashi, 2005)
Intrinsic motivation led to higher achievement in
input-based instruction.
(Sheen, 2006)
Learners with low language classroom anxiety were
able to benefit from corrective feedback in the
form of recast to a greater extent than those with
high anxiety.
Motivation
Anxiety