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Valeo, Antonella; Spada, Nina – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2016
This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They…
Descriptors: Grammar, Teacher Attitudes, Student Attitudes, English (Second Language)
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Spada, Nina; Shiu, Julie Li-Ju; Tomita, Yasuyo – Language Learning, 2015
This study builds on research investigating the construct validity of elicited imitation (EI) as a measure of implicit second language (L2) grammatical knowledge. It differs from previous studies in that the EI task focuses on a single grammatical feature and time on task is strictly controlled. Seventy-three EFL learners and 20 native English…
Descriptors: Construct Validity, Task Analysis, Native Speakers, Second Language Learning
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Spada, Nina; Barkaoui, Khaled; Peters, Colette; So, Margaret; Valeo, Antonella – System: An International Journal of Educational Technology and Applied Linguistics, 2009
In this paper, we report on the process of developing and validating a questionnaire to explore second language learners' preferences for two types of form-focused instruction (FFI): isolated and integrated FFI. Three types of evidence regarding the validity of the questionnaire were collected: content, reliability and construct. Content validity…
Descriptors: Second Language Learning, Questionnaires, Content Validity, Construct Validity