Speaker
Description
This study examines the effectiveness of two instructional approaches—‘focus on form’ and ‘focus on forms’—in teaching formulaic sequences to EFL learners in Japan. Participants underwent a four-week intervention, with learning assessed through pre-, post-, and delayed tests. The research explores how these approaches influence both immediate and long-term knowledge retention. The findings contribute to the ongoing debate on best practices for integrating formulaic sequences into foreign language instruction, with implications for curriculum design.
Summary
This study examines the effectiveness of two instructional approaches—‘focus on form’ and ‘focus on forms’—in teaching formulaic sequences to EFL learners in Japan. Participants underwent a four-week intervention, with learning assessed through pre-, post-, and delayed tests. The research explores how these approaches influence both immediate and long-term knowledge retention. The findings contribute to the ongoing debate on best practices for integrating formulaic sequences into foreign language instruction, with implications for curriculum design.
| Teaching Context | College and university education |
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