Mohammad Rasoul Homayoun and Seyed Mohammad Ali Mansoorian
Abstract: The present study benefited from a mixed- method design. It was both a quantitative and a qualitative study with the superiority of the quantitative phase. This study was an effort to investigate teachers and students attitudes toward form focus instruction and to check if there were any significant differences between their views. One of the salient issues in applied linguistics and EFL/ESL instruction theory is exploring teachers’ cognitive aspects regarding how the language learning/teaching process must take place. On the other hand, there is an agreement among SLA researchers that drawing students’ attention to form is beneficial in communicative language teaching (CLT) (e.g., Lightbown & Spada, 2006). As a result, the current study was conducted to check this belief in the context of Iran secondary schools. The study was conducted with 3 English teachers and 70 secondary students. To collect data, the researcher used a semi-structured interview in addition to: Teachers’ and students’ attitudes towards form-focused instruction questionnaire by Dornyei and Csizer (2012). After collecting the questionnaires, they were checked for completeness and the data were analyzed. The results showed that all the teachers believed that focus on form instruction is helpful while most of the students did not support form-focused instruction. In addition, some other differences were noticed. The difference in their beliefs existed in the manner of teaching and the activities covered during the process of teaching. Most of the teachers preferred implicit teaching while students preferred explicit teaching.
Keywords: Form-focused instruction, Implicit teaching, Explicit teaching
Volume 4, Issue 1, 2017