Type of Document	Thesis
Author	Dasse, Virginie
Author's Email Address	virginieberlin@msn.com
URN	etd-06252004-143009
Title	The Effects Of Different Types Of Focus-On-Form Instruction: The Case Of Auxiliary Selection In L2 French Acquisition
Degree	Master of Arts
Department	Modern Languages, Department of
Advisory Committee	Advisor Name Title Erasmo Gerato Committee Member Gretchen Sunderman Committee Member James Mitchell Committee Member
Keywords	Focus On Meaning Focus On Form Planned Focus-On-Form Language Learning Metalinguistic Awareness Grammar Consciousness-Raising Task French Perfect Past Tense Short- And Long-Term Effects Communicative Language Teaching Focus On Forms Foreign/Second Language Classroom Formal Instruction Passé Composé
Date of Defense	2004-06-15
Availability	unrestricted
Abstract To determine the role of different types of form-focused instruction in L2 French acquisition, this paper addresses three research questions: 1) Do differences in the types of instructional treatments lead to differences in language learning in the short-term?, 2) Can raising learners’ metalinguistic awareness of specific L2 forms facilitate acquisition?, 3) Do different types of instruction have different long-term effects? Intact university classes of elementary (n = 35) and intermediate (n = 45) French learners were divided into three groups that received different forms of instruction: Focus-on-FormS, Focus-on-Meaning, Focus-on-Form; and a fourth class used as a Control group. The target form selected for the study was French auxiliary selection in the perfect past tense ("passé composé"). Accuracy of the target form was measured over the short- and long-term, by three distinct tasks: a composition, a fill in the blank cloze test, and a grammaticality judgment test. The results showed that types of instructional treatments led to differences in language learning in the short-term. The statistical analysis revealed a complex picture of gains depending on treatment and type of task under study, however, the gains were not maintained in the long-term. The implications of the variation of results for both research and classroom are discussed.
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