The Use of Form-Focused Instruction in Speaking
Class and Its Effects on Foreign Language Learners
Abstract
The focus of this study is to observe the use of
form-focused instruction and its effects on foreign language learners’
mistakes/errors in speaking class. This is a descriptive research. The findings
show that the learners produced mistakes/errors on grammar, vocabulary, and
pronunciation and the teacher used form-focused instruction and provided
different kinds of feedback (elicitation, clarification request, direct
correction, repetition, recasts, metalinguistic, and non-verbal feedback). The
most effective uptake is clarification request. The findings of the research
suggest that teachers need to choose the right type of feedback to produce
successful uptakes. Considering the importance of feedback in interactions in
the classroom, teaching institution should conduct workshops on effective
form-focused instruction to teachers.
Key words:
Form-focused
instruction; mistakes/errors; feedback; uptake; teacher; learner.
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