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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 – Language Teaching, 2015
There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that…
Descriptors: Second Language Learning, Second Language Instruction, Linguistic Theory, Teaching Methods
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Spada, Nina; Jessop, Lorena; Tomita, Yasuyo; Suzuki, Wataru; Valeo, Antonella – Language Teaching Research, 2014
In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded…
Descriptors: Grammar, Second Language Instruction, Oral Language, Linguistic Theory
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Spada, Nina – Language Teaching, 2011
In 1997 I published a paper in Language Teaching entitled "Form-focused instruction and second language acquisition: A review of classroom and laboratory research". The paper reviewed the results of studies investigating the effects of form-focused instruction (FFI) on second language (L2) learning. It was organized around seven questions,…
Descriptors: Grammar, Second Language Learning, Second Language Instruction, Teaching Methods
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Spada, Nina; Tomita, Yasuyo – Language Learning, 2010
A meta-analysis was conducted to investigate the effects of explicit and implicit instruction on the acquisition of simple and complex grammatical features in English. The target features in the 41 studies contributing to the meta-analysis were categorized as simple or complex based on the number of criteria applied to arrive at the correct target…
Descriptors: Teaching Methods, Effect Size, Meta Analysis, Grammar
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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
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Spada, Nina; Lightbown, Patsy M. – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2008
There is increasing consensus that form-focused instruction helps learners in communicative or content-based instruction to learn features of the target language that they may not acquire without guidance. The subject of this article is the role of instruction that is provided in separate (isolated) activities or within the context of…
Descriptors: Grammar, Cognitive Psychology, Second Language Learning, Second Language Instruction
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Ammar, Ahlem; Spada, Nina – Studies in Second Language Acquisition, 2006
This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions--one received…
Descriptors: Second Language Learning, Feedback (Response), Prompting, Language Proficiency
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Germain, Claude; Lightbown, Patsy; Netten, Joan; Spada, Nina – Canadian Modern Language Review, 2004
This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and…
Descriptors: Outcomes of Education, Foreign Countries, French, English (Second Language)
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Lightbown, Patsy M.; Spada, Nina – Language Awareness, 2000
Reports on a study that examined the extent to which learners can make explicit first language rules that appear to influence their second language performance. The learners were 11- and 12-year-old francophone students learning English in intensive communicative English-as-a-Second-Language classes in Quebec. (Author/VWL)
Descriptors: Communicative Competence (Languages), English (Second Language), Foreign Countries, French Canadians
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Sheen, Ron; Spada, Nina; Lightbown, Patsy – Modern Language Journal, 2000
Critiques a study on instruction, first language influence, and developmental readiness in second language acquisition. Agrees with conclusions of the study but argues that the study itself provided no justification for the conclusion other than what has been evident in research carried out on Quebec francophone school learners of English. The…
Descriptors: Contrastive Linguistics, Error Correction, Feedback, Foreign Countries
Lightbown, Patsy M.; Spada, Nina – 1994
This book is designed to help second and foreign language teachers understand how languages are learned. Chapter 1 examines several theories on how young children acquire their first language, including behaviorist, innatist, and interactionist models. Chapter 2 presents and analyzes several theories on second language (SL) learning. Chapter 3…
Descriptors: Cognitive Style, Elementary Secondary Education, Foreign Countries, Higher Education
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Spada, Nina; Lightbrown, Patsy M. – Studies in Second Language Acquisition, 1993
In a study of the oral performance of English-as-a-Second-Language (ESL) learners, the accuracy and developmental progress of young francophone 10 and 12 year olds was investigated. Results support the hypothesis that form-focused instruction and corrective feedback provided in the context of communicative interaction can contribute to short- and…
Descriptors: Children, English (Second Language), Feedback, Foreign Countries
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Spada, Nina – Studies in Second Language Acquisition, 1986
Forty-eight adult learners from three intermediate-level ESL classes participated in a study investigating the effects that differences in learners' out-of-class contact with the second language might have on proficiency. Results indicated that learners' informal contact interacted with differences in instruction to produce variation in…
Descriptors: Adult Learning, Analysis of Covariance, Class Activities, Classroom Environment