Focus on Form and Meaning: Perspectives of Developing Teachers and Action-Based Research  

Oleh:

Zephir, Flore

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 33 no. 1 (2000), page 19-30.
Fulltext: 33_01_Zephir.pdf (1.27MB)

Isi artikel

This article argues against a unidirectional model of foreign language learning whereby only theories and hypotheses generatedfrom second language acquisition (SLA) research influence language teaching and classroom practices. To the contrary, research generated from classroom settings should help shape classroom practices and SLA theories. To further the debate, the perspectives of practitioners who - unlike theoreticians - assume the bulk of language instruction (be it at the secondary or postsecondary level) are introduced. By raising the “silent voices” of developing practitioners - and taking their views into account as emprical data - new light can be shone on the central question of focus on form versus focus on meaning. Furthermore, it is argued that action-based research, with practitioners involved in the data collection process, is a viable option for obtaining both the qualitative and quantitative information needed to make any kind of foreign language education model useful. Finally, several research questions that constitute fertile ground for investigation by developing (and actual) teachers, and which address their needs directly, are presented.

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