A LONGITUDINAL CASE STUDY OF A TEACHER’S FORM-FOCUSED INSTRUCTION

• Main Authors: Jia-Feng Chen, 陳嘉鳳
• Other Authors: James L. Myers
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/y872cx

碩士 === 銘傳大學 === 應用英語學系碩士班 === 94 === Despite abundant research having been conducted on form-focused instruction（FFI）, most have been experimental studies. Their characteristics have been: first, to isolate each strategy; second, the quality of instruction has hardly been their concern; third, students’ feelings have rarely been asked; fourth, the use of students’ first language has scarcely been explored. This interpretive case study explores a real teaching case in a beginning French class of 60 students in a university in northern Taiwan. Data was collected from a school year’s classroom observation, 35 hours of tape recordings, interviews with the teacher and the students, and tests and documents in class. In this study it was found that the teacher made multiple use of students’ first language to conduct form-focused instruction, and mixed different FFI teaching strategies in various ways. It was also found that scaffolding played a pivotal role throughout the teacher’s teaching. Overall, students expressed a highly positive value towards the teacher’s practice. More longitudinal studies and more cooperation between practioners and researchers in the future are recommended.