Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning
Abstract
As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.
Keywords
form-focused instruction; content-based instruction; integration; language development; accuracy
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