Bulletin of Educational Psychology

70

90 2315

91

92

Harley & Swain, 1984; Swain, 1985

Dekeyser, 1998; Doughty, 1991; Harley, 1998; Lightbown, 1991, 1998; Lightbown & Spada, 1990; Robinson, 1996; Spada & Lightbown, 1993

Celce-Murcia, 1993

Doughty, 1991; Doughty & Williams, 1998; Harley, 1998; Lightbown,

1991 Doughty & Williams, 1998

MEQ, 2001

form-focused instruction Ellis, 2001; Lightbown & Spada, 1993 VanPatten 1990, 1996 DeKeyser 1998 Johnson 1996

Anderson, 1993, 1995; Anderson & Fincham, 1994; McLaughlin, 1990; Schneider & Shiffrin, 1977 Schneider Shiffrin 1977

McLaughlin 1987 McLaughlin, 1990 Anderson 1993, 1995 Schmidt 1990 Loschky Bley-Vroman 1993 Gass 1988

DeKeyser, 1998

Brown, 1987; Flavell, 1987

Flavell 1971 cognition about

cognition Brown 1987

Hacker 1998

Bachman Palmer 1996

Alderson, 2000; Baker & Brown, 1984; Brown, 1989

L2 Chamot, Anna & Kupper, 1989

88 Corder 1967 Cameron Lee 1999 1. 2. 3. 4. 5. Selinker 1972 Corder 1973 Brown 1994 Skehan 1996 Lightbown 1998 Vanpatten, 1994

Pica, Kanagy, & Falodun, 1993

Ellis, 1982 DeKeyser, 1995; Ellis, 1993, 1996; Spada, 1997

1. 2. 3. 4. 5. MEQ, 2001 15 70 34 36 1. Oxford 1990 Chamot Barnhardt El-Dinary Robbins 1999

8 24

292

Cronbach .79 .77 .83 .79 .81 .83

~

194

Cronbach

.89 .90 .95 .91 .92 .95

Heaton, 1990; Pierce & O’Malley, 1992

0.81~1.00 0.91~1.00 0.79~1.00

Oxford 1990 Chamot Barnhardt El-Dinary Robbins 1999 1 1. 2. 3. 4. 5.

1 1

I took a trip to Kenting How +Be+NP? 2

Did you call our teacher? did Ved did 3

She learned some ..but/so.. a. S+V

Chinese b.

c. .. ..

4 many, much, 1.

Three hamburgers and some, any a. two fries, please How much ? b.

How many ? 2.

3.

5 1.

Excuse me, next to, in front of, a.

how do I get to between b.

the train station? c.

2.

6 1.

What did you do give/buy+ + a.

last Saturday? b.

2.

7 1.

What’s the weather at, in, on.. a.

like in Taiwan? b.

c.

2.

8 will; be 1.

Christmas and going to a.

New Year b. 2. a. b. 3. 9 always, 1.

My friends like sports, usually a.

but I don’t b.

2.

10 like/enjoy/

Chinese New Year hate/+Ving a.

2 2 Y₁ X₁ Y₃ Y 2 X2 Y4 * X₁ * X₂ * Y 1 Y2 * Y 3 Y4 .05 ethnography triangulation .88

error

interlingual errors

1.

a. Mary from her home walk to supermarket every day. X Mary walks from her home to the supermarket every day. O

look, see, read, watch, study

b. I never look basketball game on TV. X I never watch basketball game on TV. O c. He ate some medicine. X

He took some medicine. O 2.

be

a. We late for school. X We are late for school. O b. How much Mrs. Wang spent? X

How much did Mrs. Wang spend? O

c. Can I help you? Yes. Three hamburger, please. X Yes. Three hamburgers, please. O d. We started new English lesson yesterday. X

We started a new English lesson yesterday. O

how many how much there is are

/have has there is are have has

there have has e. How many milk do you drink? X

How much milk do you drink? O f. There have a department store . X

There is a department store. O

intralingual errors overgeneralization overuse be did 1. be be collocation be be be

is am are was were

He is slept very well last night. X He slept very well last night. O 2.

did did

V+ed

a. May didn’t go to school. Did she sick? X Was she sick? O b. I eated and sleeped a lot. X

I ate and slept a lot. O

3. Yes/No

wh Yes/No Yes/No

Yes/No wh Yes/No

How often do you study English ? Yes, I often study English. X I study English every day. O 4. go to+

to+ go to school, go to church, get to the train station..

home to home home home

go to school She usually takes a bus to home. X

She usually takes a bus home. O 5. a lot of

a lot of a lot of +N a lot

of a lot of

I enjoy dancing a lot of. X I enjoy dancing a lot. O

3 3 N M D N M D 1. 34 20.35 5.02 34 19.76 3.98 36 19.14 6.45 36 14.92 5.45 2. 34 19.91 5.12 34 19.06 4.15 36 19.19 5.57 36 14.69 4.94 3. 34 20.03 4.64 34 19.53 3.50 36 18.72 5.66 36 15.03 5.48 1. 34 14.97 3.82 34 10.18 4.39 36 13.19 4.09 36 8.06 3.53 2. 34 10.97 4.54 34 11.79 3.71 36 10.56 4.99 36 7.64 3.89 3. 34 13.21 9.18 34 11.21 8.58 36 10.33 9.31 36 3.25 6.12 4. 34 148.71 67.39 34 171.03 64.70 36 117.53 58.77 36 93.36 48.64 2x2

4 4 F 1, 68 =6.74, p < .05 F 1, 68 =5.71, p < .05 F 1, 68 =6.75, p < .05 4 F df 1 8.13* 6.44* 8.39* 68 39.54 35.06 35.16 1 11.82* 12.15* 11.63* x 1 6.74* 5.71* 6.75* x 68 17.12 14.61 13.22 MSE *p < .05 5 5 F df 1 .77 .31 1.11 1 17.88* 15.91* 16.56* 136 28.33 24.84 24.19 1 .34 .85 .32 1 18.74* 24.94* 18.58* x 68 17.12 14.61 13.22 MSE *p < .05 5 5 1 F=.77, p >.05

F=17.88, p < .05 3 M=19.76 M=14.92 F=.34, p > .05 F=18.74, p < .05 3 M=19.14 M=14.92 1 5 2 F=.31, p > .05 F=15.91, p < .05 3 M=19.06 M=14.69 F=.85, p > .05 F=24.94, p < .05 3 M=19.19 M=14.69 2

5 3 F=1.11, p > .05 F=16.56, p < .05 M=19.53 M=15.03 F= .32, p > .05 F=18.58, p < .05 M=18.72 M=15.03 3 6 6 F 1, 68 =10.16, p < .05 F 1, 68 =7.87, p < .05 F 1, 68 =36.27, p < .05 F 1, 68 =.15, p > .05 F 1, 68 =5.43, p < .05; F 1, 68 =123.77, p < .05 M=12.57 M = 1 0 . 6 3 F=123.77, p < .05 M=14.08 M=9.12 6 F df 1 5.43* 7.24* 9.17* 15.44* 68 24.46 25.22 111.85 6709.13 1 123.77* 3.18* 25.12* .06 x 1 .15 10.16* 7.87* 36.27* x 68 6.97 12.22 28.71 521.03 MSE *p < .05

7 7 F df 1 .13 1.69 4.27* 1 20.91* 20.12* 32.47* 68 18.63 70.28 3615.08 1 .96 2.37 16.26* 1 12.72* 31.46* 20.18* x 68 12.22 28.71 521.03 MSE *p < .05 6 7 7 4 F=.13, p > .05 F=20.91, p < .05 M=11.79 M=7.64 F=.96, p > .05 F=12.72, p < .05 M=10.56 M=7.64 4 7 5 F=1.69, p > .05 F=20.12, p < .05 3 M=11.21 M=3.25 F=2.37, p > .05

F=31.46, p < .05 3 M=10.33 M=3.25 5 7 6 F=4.27, p < .05 F=32.47, p < .05 F=16.26, p < .05 M=148.71 M=171.03 F=20.18, p < .05 3 M=117.53 M=93.36 6

1. 1

62%

American/America, take/talk, fan

S01

say 9.17

S28 America/the United States

American America 10.5 S27 11.5 2 L4 L5 L7 S35 S33 3 there is/are 12.11 S11 S14 12.8 4

45% S12 S26 S35 2. 1 S29, S17, 11.1 S21, 12.7 S19, S21, S17 S35 mountain 2 S21, S35, S23, 3 a.

S11, S21

S35 He is practice English two hours a day. is is . S22 12.23 S02, S19, b. a S23 S23 9.23

b Did she sick yesterday?

T Did she sick yesterday?

S23 T S23 did 10.20 S23 did c S23 S23 12.23 4 S21

S37

S22, S31

We wish you a Merry Christmas and a Happy New Year. Christmas Day will soon be here and I can hardly wait. We wish you a Merry Christmas and a Happy New Year. We wish you a Merry Christmas and a Happy New Year.

S03 One little, two

little, three little Santa Clause ten little Santa Clause in the class. 12.24 5

S10

S27

S26

Ervin-Tripp 1978

Eccles, Wigfield, & Schiefele, 1998; Gottfried, Fleming, & Gottfried, 2001

90

88

88

fossilization 2. 1. 2. Flavell 3. 85 4. 85 90 25 4 19-30

92 19 17-19

84

88

40 1 131-172

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2003 5 13

2003 7 31

A Study of the Effects of Form-Focused Instruction in

Communicative Contexts of English Performance for

Junior High School Students

C

-

W

Department of Early Childhood Development and Education

Yuda University

The purposes of this study are: (1) to investigate students' errors in learning English with the use of qualitative analyses and further to design a form-focused instruction program in communicative contexts; (2) to examine the effects of such program developed by the researcher.

In order to accomplish these purposes, the researcher needs first to investigate students' errors in learning English with the use of qualitative analysis involving thinking-aloud and thinking-by-questioning methods. Participants are 15 eighth-grade students divided into three groups of high, middle, and low levels in English. Based on the errors made by the students, the results can be classified into two patterns: interlingual and intralingual. According to the results of error analyses, the researcher has therefore designed a form-focused instruction program in communicative contexts and examined the effects of the program.

There are totally 70 eight-grade students with low English performance in two groups, experimental group and control group. By utilizing Metacognition Strategies Inventory and English Achievement Tests (pre-test and after-test) as primary instruments, the data acquired are then statistically studied by two-way mixed-design ANOVA, with a deeper focus on the English learning process in the experimental group by using a qualitative analysis. The results indicates that the form-focused instruction program in communicative contexts could help the students in the experimental group maintain their performances in metacognition strategies and English learning achievements (reading, writing, and speaking). However, the performances of the control group in these inventories and tests tend to decline. What is more, after class, the students in experimental group are able to apply the strategies to retain their learning interests and to actively monitor, evaluate, and modify their English learning habits. In short, from the analyses of students' English learning process, students in the experimental group become more confident and willing to learn English after the form-focused instruction program.

KEY WORDS: English learning performance, error analysis, form-focus instruction, learning strategies

Bulletin of Educational Psychology, 2004, 35(3), 269-294 National Taiwan Normal University, Taipei, Taiwan, R.O.C.