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E-raamat: Form-Focused Instruction and the Advanced Language Learner: On the Importance of the Semantics of Grammar

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Form-Focused Instruction and the Advanced Language Learner: On the Importance of the Semantics of GrammarSuurem pilt
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Form-Focused Instruction and the Advanced Language Learner looks at the role of FFI at higher levels of foreign language learning. It argues that – contrary to a common belief – there are aspects of grammar to be taught to the proficient FL user. While such a learner may be familiar with formal properties of different structures, (s)he still needs to focus on the semantics of target language grammar. Considering this, the book investigates the efficiency of a FFI treatment called Organic Approach Deductivised or 3-D language pedagogy, devised to teach the semantics of the English tense-and-aspect system to the advanced EFL learner. In doing so, the book takes the reader through different aspects of focus on form, looking at the semantics of the English time talk from the cognitive perspective.
Acknowledgements 13(2)
Introduction 15(4)
PART I FOCUS ON FORM
19(176)
Chapter One On the importance of noticing: attention
21(76)
1 Selectivity of attention
22(16)
1.1 Attentional selectivity: main research paths to date
22(5)
1.1.1 Focusing in controlled vs. automated processing
27(2)
1.1.2 Extensive and intensive attention
29(3)
1.2 Working memory and attention
32(6)
2 The problem of consciousness
38(16)
2.1 The easy problems of consciousness
40(7)
2.2 The hard problem of consciousness - Chalmers' dualism vs. Dennett's physicalism
47(4)
2.3 Dual Process Theories
51(1)
2.3.1 Epstein's Cognitive-Experiential Self-Theory
51(2)
2.3.2 Bargh and Wegner's automatic processing
53(1)
2.3.3 Chaiken's heuristic and systematic information processing
53(1)
3 Attention and language learning
54(43)
3.1 Attentional selectivity in language processing
54(1)
3.1.1 Selectivity in language processing. Treisman revisited
54(9)
3.1.2 Attentional selectivity in language learning. The constraints on the process
63(1)
3.1.2.1 Selectivity in input processing. Form/meaning trade-off effects
64(5)
3.1.2.2 Selectivity in output processing
69(4)
3.2 On noticing. The problem of conscious awareness
73(1)
3.2.1 The Noticing Hypothesis - strong and weak versions
74(2)
3.2.2 The levels of conscious awareness
76(1)
3.2.2.1 Awareness on the level of noticing
76(5)
3.2.2.2 Awareness on the level of understanding
81(3)
3.2.2.3 The strong version of the Noticing Hypothesis. A discussion
84(6)
3.2.4 Constraints on noticing
90(7)
Chapter Two Language instruction: Theoretical underpinnings and practical options
97(98)
1 Implicit and explicit learning
100(26)
1.1 Implicit learning
100(1)
1.1.1 Defining the implicit. The terminological hoax
101(5)
1.1.2 Implicit learning paradigms
106(7)
1.1.3 Implicit learning and educating intuition
113(2)
1.2 Explicit learning
115(1)
1.2.1 Defining the explicit
115(4)
1.2.2 Explicit learning paradigms and models
119(7)
2 Implicit and explicit learning of languages
126(26)
2.1 Implicit language learning
127(1)
2.1.1 Deductive implicit models: the Identity Hypothesis and UG-based approaches
127(3)
2.1.2 Inductive-implicit models: the Interlanguage Theory, the Monitor Model and the Competition Model
130(7)
2.1.3 Acquisition by Processing - the APT model
137(3)
2.2 Explicit language learning
140(1)
2.2.1 Input Processing (IP)
140(2)
2.2.2 Output/interaction-based approaches
142(2)
2.2.3 Language as a cognitive skill
144(2)
2.2.4 Theoretical underpinnings of instructed learning
146(6)
3 Focus-on form: pedagogical options
152(25)
3.1 Comprehensible-input language pedagogy
153(2)
3.2 Input enhancement
155(3)
3.3 Consciousness Raising
158(9)
3.4 Explicit focus on form: the experiential classroom
167(4)
3.5 Explicit focus-on-form - direct instruction
171(6)
4 What kind of focus on form? Learner individual differences and object-of-study constraints
177(18)
4.1 Focus on form or focus on forms?
177(5)
4.2 Learner constraints on form-focused instruction. Individual differences
182(1)
4.2.1 Language aptitude and working memory as individual differences
182(4)
4.2.2 Learning styles and instruction
186(4)
4.3 Object-of-study constraints
190(5)
PART II FOCUS ON FORM
195(118)
Chapter Three The meaning of meaning
199(52)
1 Introduction to meaning. The cognitive perspective
199(9)
1.1 Prototype semantics
200(2)
1.2 Conceptual and spatial semantics; Jackendoff's model (2002, 2004)
202(6)
2 Holistic semantic models
208(17)
2.1 Mental spaces
208(5)
2.2 Frames and cultural models
213(4)
2.2.1 Cognitive frames
217(1)
2.2.2 Interactional frames
218(3)
2.3 Scripts
221(4)
3 Holistic semantic models: the intra- and inter-space processes
225(12)
3.1 Mappings
225(1)
3.2 Perspective
226(1)
3.2.1 Perspective in the scope of predication
227(4)
3.2.2 Perspective in discourse
231(1)
3.3 Profile
232(2)
3.4 Active zones
234(3)
4 Conceptual Integration Theory
237(2)
5 Dynamic aspects of online meaning construction: frame shifting and conceptual blending
239(12)
5.1 Conceptual blending
240(6)
5.2 Frame shifting
246(5)
Chapter Four Focus on the semantics of the English tense-aspect system
251(62)
1 Tense and aspect - the preliminaries
252(21)
1.1 Tense
253(1)
1.1.1 The timeline and the basic temporal concepts
253(4)
1.1.2 The controversies
257(4)
1.1.3 Tense as a grammatical category
261(1)
1.2 Aspect
261(1)
1.2.1 Perfective vs. imperfective
261(2)
1.2.2 The perfect aspect
263(1)
1.2.3 Lexical aspect
264(5)
1.3 Tense and aspect. The grams
269(4)
2 The English tense and aspect as grammatical categories. The prototype effects
273(18)
2.1 The past tense
273(3)
2.2 The present tense
276(5)
2.3 The future tense
281(2)
2.4 The progressive and the perfect aspects
283(5)
2.5 Prototypicality effects in time orientation
288(3)
3 Perspectivisation of the English tense and aspect
291(17)
3.1 Tense as deixis: the present tense hoax
292(4)
3.2 Simple totalities vs. complex partialities: the optimality/egocentricity issue
296(2)
3.3 What the perfects have in common
298(2)
3.4 Tense as a reference point construction: the perspective of mental space architecture
300(3)
3.5 Temporal and aspectual profiles; the notion of re-profiling
303(5)
4 The CIT perspective on the semantics of English temporal expressions
308(5)
PART III FOCUS ON FORM-MEANING CONNECTIONS IN THE ENGLISH TENSE-ASPECT SYSTEM
313(116)
Chapter Five Organic Approach Deductivised: Towards a research design
315(46)
1 Form-meaning mappings in the tense-aspect system. Research to date
315(15)
1.1 Contextualising the OAD studies
316(1)
1.2 Form-to-function studies of the acquisition of the temporal system
317(1)
1.2.1 The acquisitional sequence studies
317(3)
1.2.2 Aspect Hypothesis (AH) studies
320(3)
1.2.3 Discourse Hypothesis studies. Bardovi-Harlig's (1998, 2000) aspect-and-narrative approach
323(2)
1.3 The focus-on-form perspective on time-talk acquisition
325(5)
2 Linguistic perspectives on form-focus pedagogy. Construction grammar as an option
330(15)
2.1 Grammar theories to date and their impact on pedagogical grammar
331(6)
2.2 The Lexical Approach - potential shortcomings
337(4)
2.3 Construction Grammar (CxG) - an overview
341(1)
2.4 Construction Grammar as the theoretical backbone of grammar pedagogy
342(3)
3 Organic Approach Deductivised
345(16)
3.1 The advanced language learner. Indentifying the problem
346(1)
3.2 Form-form and form-meaning discrepancy in the advanced language classroom
347(1)
3.2.1 The deductive, linear approach: the main culprit?
348(3)
3.2.2 The organic, input-based approaches: another culprit?
351(3)
3.3 Teaching the semantics of grammar. The treatment
354(7)
Chapter Six Implementing Organic Approach Deductivised: The studies
361(68)
1 Research design
361(12)
1.1 Research questions and hypotheses
362(1)
1.2 Research variables
363(1)
1.3 Research participants
363(3)
1.4 The treatment
366(2)
1.5 Research instruments, data and NS/NNS calculation procedures
368(1)
1.5.1 The test format and the data collection procedures
368(3)
1.5.2 The NS/NNS gap calculation procedure: distance in multidimensional spaces
371(2)
2 Research implementation
373(43)
2.1 Research chronology
373(1)
2.2 Studies 1 and 2
374(1)
2.2.1 Pre-test results
374(5)
2.2.2 Post-test results
379(6)
2.2.3 Delayed post-test results
385(18)
2.3 Study 3
403(13)
3 Organic Approach Deductivised: a discussion
416(13)
3.1 Analysis of test results
416(9)
3.2 Conclusions
425(4)
Focus On The Semantics Of Grammar: Conclusions And Implications 429(10)
Bibliography 439(38)
Appendix 1 477(6)
Appendix 2 483(16)
Appendix 3 499
Anna Turula holds a PhD in applied linguistics. She has more than 20 years experience in teaching English as a foreign language and has worked in TEFL teacher training for more than 10 years. At present, she is head of the Department of Modern Languages and Literature and a teacher trainer at the College of Foreign Languages, Czestochowa (Poland).
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