Mastery over speech acts plays a significant role in the accomplishment of communication between interlocutors. Thus, present study aimed to investigate Iranian EFL Instructors' perception and instructional practices towards form-focused instruction acts, specifically request apology invitation. To this aim, through sequential explanatory mixed-methods design, researchers selected 30 English la...

The main rivals to the input or comprehension hypothesis are the skill-building and comprehensible output hypotheses. Studies claiming to show that the skill-building hypothesis is correct consist of studies of the impact of grammar instruction and error correction. These studies show only that instruction and correction have a modest impact on tests in which subjects are focused on form. Compr...

This study involving 60 Japanese learners of English investigated the effects of various kinds of form-focused instruction on learners’ ability to comprehend and produce polite requests in English. Each treatment group received one of the following: (a) deductive instruction; (b) inductive instruction with problem-solving tasks; or (c) inductive instruction with structured input tasks. These ta...

this study investigated the relative effects of deductive and inductive form-focused instruction (ffi) on the acquisition of 4 non-generic definite article uses(cultural, situational, structural, and textual) as assessed by explicit and implicit outcome measures. the tests utilized to assess efl learners' acquisition of definite article uses were timed and untimed grammaticality judgment t...

Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing on the output they produce. This quasi-experimental study investigated the impact of input enh...

Indubitably, the efficacy of metalinguistic awareness in improving EFL learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics Brown (2001). Accordingly, the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students’ ability to learn grammar and use it appropriately ...