NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1088731
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1750-1229
Using Culture beyond Its Borders: The Use of Content-Enriched Instruction and the Effects of Input Enhancement on Learning in High School French Classes
Grim, Frédérique
Innovation in Language Learning and Teaching, v8 n3 p219-238 2014
The American Council on the Teaching of Foreign Languages Standards emphasizes the integration of Communication, Cultures, Connections, Comparisons, and Communities within teaching. "Content-enriched instruction" aims at teaching linguistic forms within content and eases the implementation of the five Cs. The focus is at beginning levels and the content is a segment of a larger curriculum. Focus-on-form, along input enhancement techniques, can be a tool to facilitate the integration of grammatical and lexical forms within a meaningful content. This paper presents the data of 132 participants in second-year French high school courses. The study features the integration of form into culture through two teaching procedures: "focus-on-form" (with enhanced forms) and "focus-on-meaning" (with no enhancement). It addresses the following questions: (1) Are content (culture) and form (grammar and vocabulary) acquired through a beginning high school French content-enriched instruction lesson?; and (2) Which instructional technique, focus-on-form (with the support of input enhancement) vs. focus-on-meaning (with no input enhancement), affects most effectively students' learning of (and teachers' teaching of) culture, grammar, and vocabulary in the context of beginning, high school French classes? Findings point to significant differences between instructional methods and provide a substantial contribution and support to input enhancement at the high school level.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A