A comparison of form-focused, content-based and mixed approaches to literature-based instruction to develop learners’ speaking skills

References

• Ammar, A. (2003). Corrective feedback and L2 learning: Elicitation and recasts ( Unpublished doctoral dissertation). McGill University, Montreal.
   Google Scholar
• Ammar, A., & Spada, N. (2006). One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition, 28, 543–27. doi:10.1017/S0272263106060268
   Web of Science ®Google Scholar
• Anderson, J. R., & Reder, L. M. (1979). An elaborative processing explanation of depth of processing. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 385–403). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• August, G. (2004). Literature facilitates content-based instruction. Academic Exchange Quarterly, 8(2), 82–90.
   Google Scholar
• Barnett, M. A. (1989). More than meets the eye. Foreign language reading: Theory and practice. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Barrette, C., Paesani, K., & Vinall, K. (2010). Toward an integrated curriculum: Maximizing the use of target language literature. Foreign Language Annals, 43(2), 216–230. doi:10.1111/flan.2010.43.issue-2
   Web of Science ®Google Scholar
• Braidi, S. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52, 1–42. doi:10.1111/lang.2002.52.issue-1
   Web of Science ®Google Scholar
• Brand, C., & Götz, S. (1981). Fluency versus accuracy in advanced spoken learner language: A multi-method approach. International Journal of Corpus Linguistics, 16, 255–275.
   Google Scholar
• Brinton, D., & Holten, C. (2001). Does the emperor have no clothes? A re-examination of grammar in content-based instruction. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on english for academic purposes (pp. 239–251). Cambridge: Cambridge University Press.
   Google Scholar
• Brumfit, C. J. (1985). Language and literature teaching: From practice to principle. Oxford: Pergamon.
   Google Scholar
• Burger, S., Wesche, M., & Migneron, M. (1997). Late, late immersion: Discipline-based second language teaching at the University of Ottawa. In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 65–84). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. Foreign Language Annals, 18, 297–301. doi:10.1111/flan.1985.18.issue-4
   Web of Science ®Google Scholar
• Dalton–Puffer, C. (2011). Content and language integrated learning: From practice to principle. Annual Review of Applied Linguistics, 31, 182–204. doi:10.1017/S0267190511000092
   Web of Science ®Google Scholar
• Day, E., & Shapson, S. (2001). Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning, 51, 47–80. doi:10.1111/lang.2001.51.issue-s1
   Web of Science ®Google Scholar
• DeBot, K. (2000). Psycholinguistics in applied linguistics: Trends and perspectives. Annual Review of Applied Linguistics, 20, 224–237. doi:10.1017/S0267190500200147
   Google Scholar
• Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114–138). Cambridge: Cambridge University Press.
   Google Scholar
• Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. New York, NY: Cambridge University Press.
   Google Scholar
• Doughty, C. J. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206–257). New York: Cambridge University Press.
   Google Scholar
• Eeds, M., & Peterson, R. (2007). Grand conversations: Literature groups in action. New York: Scholastic.
   Google Scholar
• Eeds, M., & Wells, D. (1989). Grand conversations: An explanation of meaning construction in literature study Groups. Research in the Teaching of English, 23(1), 4–29.
   Web of Science ®Google Scholar
• Elgün-Gündüz, Z., Akcan, S., & Bayyurt, Y. (2012). Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey. Language, Culture and Curriculum, 25(2), 157–171. doi:10.1080/07908318.2012.683008
   Web of Science ®Google Scholar
• Ellis, R. (1992). Second language acquisition and language pedagogy. Philadelphia: Multilingual Matters.
   Google Scholar
• Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30, 419–432. doi:10.1016/S0346-251X(02)00047-7
   Google Scholar
• Ellis, R., & Sheen, Y. (2006). Re-examining the role of recasts in L2 acquisition. Studies in Second Language Acquisition, 28, 575–600.
   Web of Science ®Google Scholar
• Fitzgerald, F. S. (1990). The great gatsby. London: Penguin Books.
   Google Scholar
• Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22(2), 227–257. doi:10.2307/3586935
   Web of Science ®Google Scholar
• Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247–273. doi:10.2307/3588504
   Web of Science ®Google Scholar
• Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. London/New York: Continuum.
   Google Scholar
• Golding, W. (2003). Lord of the Flies. New York: Perigee.
   Google Scholar
• Goodman, K. S. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann Educational Books.
   Google Scholar
• Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5–21). NY: Longman.
   Google Scholar
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and education. New York: Teachers College Press.
   Google Scholar
• Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). Literature-based Instruction with English Language Learners, K–12. Boston: Allyn and Bacon.
   Google Scholar
• Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage (pp. 291–311). Edinburgh: Edinburgh University Press.
   Google Scholar
• Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30, 461–473. doi:10.1093/applin/amp048
   Web of Science ®Google Scholar
• Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form -te i-(ru) by learners of Japanese as a foreign language. Language Learning, 54, 311–394. doi:10.1111/j.1467-9922.2004.00257.x
   Web of Science ®Google Scholar
• Knoeller, C. (1998). Voicing ourselves: Whose words we use when we talk about books. Albany, NY: State University of New York Press.
   Google Scholar
• Knutson, E. (1997). Reading with a purpose: Communicative reading tasks for the foreign language classroom. Foreign Language Annals, 30(1), 49–57. doi:10.1111/flan.1997.30.issue-1
   Web of Science ®Google Scholar
• Kramsch, C. (1985). Literary texts in the classroom: A discourse. The Modern Language Journal, 69(4), 356–366.
   Web of Science ®Google Scholar
• Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
   Google Scholar
• Krashen, S. (1984). Immersion: Why it works and what it has taught us. Language and Society, 12, 61–64.
   Google Scholar
• Langer, J. (1997). Literacy acquisition through literature. Journal of Adolescent and Adult Literacy, 40, 602–614.
   Web of Science ®Google Scholar
• Larson, B. E., & Parker, W. C. (1996). What is classroom discussion? A look at teachers' conceptions. Journal of Curriculum and Supervision, 11, 110–126.
   Google Scholar
• Lasagabaster, D. (1999). Literary awareness in the foreign language classroom. Culture and Education, 11(2–3), 5–17. doi:10.1174/113564002320516740
   Google Scholar
• Lee, J. F., & Valdman, A. (2000). Form and meaning in language teaching. Boston: Heinle & Heinle.
   Google Scholar
• Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37–63. doi:10.1017/S0272263103000020
   Google Scholar
• Lemke, J. (1990). Talking science: Language learning and values. Norwood, NJ: Ablex.
   Google Scholar
• Lightbown, P. M. (2014). Focus on content-based language teaching. Oxford: Oxford University Press.
   Google Scholar
• Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429–448. doi:10.1017/S0272263100009517
   Google Scholar
• Lin, Y. H., & Hedgcock, J. (1996). Negative feedback incorporation among high-proficiency and low-proficiency Chinese-speaking learners of Spanish. Language Learning, 46, 567–611. doi:10.1111/j.1467-1770.1996.tb01353.x
   Web of Science ®Google Scholar
• Littlewood, W. (1986). Literature in the school foreign-language course. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp. 177–183). Oxford: Oxford University Press.
   Google Scholar
• Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
   Google Scholar
• Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15–41). New York: Cambridge University Press.
   Google Scholar
• Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183–218. doi:10.1111/lang.1998.48.issue-2
   Web of Science ®Google Scholar
• Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399–432. doi:10.1017/S0272263104263021
   Web of Science ®Google Scholar
• Lyster, R. (2015). Using form-focused tasks to integrate language across the immersion curriculum. System, 54, 4–13. doi:10.1016/j.system.2014.09.022
   Web of Science ®Google Scholar
• Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59(2), 453–498. doi:10.1111/lang.2009.59.issue-2
   Web of Science ®Google Scholar
• Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338–356. doi:10.1111/j.1540-4781.1998.tb01211.x
   Web of Science ®Google Scholar
• Mart, C. T. (2018). Literature in the language classroom: A recipe to maximize learning. L1 Educational Studies in Language and Literature, 18, 1–25. doi:10.17239/L1ESLL-2018.18.01.09
   Web of Science ®Google Scholar
• Mart, C. T. (2019). Reader-response theory and literature discussions: A Springboard for exploring literary texts. The New Educational Review, 56, 78–87.
   Google Scholar
• Millard, D. J. (2000). Form-focused instruction in communicative language teaching: Implications for grammar textbooks. TESL Canada Journal, 18(1), 47–57. doi:10.18806/tesl.v18i1.899
   Google Scholar
• Mohan, B. A. (1986). Language and Content. Reading, MA: Addison-Wesley.
   Google Scholar
• Netten, J. (1991). Towards a more language oriented second language classroom. In L. Malave & G. Duquette (Eds.), Language, culture and cognition (pp. 284–304). Clevedon: Multilingual Matters.
   Google Scholar
• Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719–758. doi:10.1111/lang.2001.51.issue-4
   Web of Science ®Google Scholar
• Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. doi:10.1111/lang.2000.50.issue-3
   Web of Science ®Google Scholar
• Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani School. Journal of Language, Identity, and Education, 2(4), 301–317. doi:10.1207/S15327701JLIE0204_5
   Google Scholar
• Nystrand, M., & Gamoron, A. (1991). Instructional discourse, student engagement, and literature achievement. Research in the Teaching of English, 25, 261–290.
   Web of Science ®Google Scholar
• Paesani, K. (2005). Literary texts and grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38(1), 15–24. doi:10.1111/j.1944-9720.2005.tb02449.x
   Web of Science ®Google Scholar
• Pica, T. (2002). Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners? The Modern Language Journal, 86(1), 1–19. doi:10.1111/modl.2002.86.issue-1
   Web of Science ®Google Scholar
• Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), 75–101. doi:10.1111/modl.2004.88.issue-1
   Web of Science ®Google Scholar
• Prabhu, N. S. (1987). Second Language Pedagogy. Oxford, England: Oxford University Press.
   Google Scholar
• Rodgers, D. M. (2015). Incidental language learning in foreign language content courses. The Modern Language Journal, 99(1), 113–136. doi:10.1111/modl.v99.1
   Web of Science ®Google Scholar
• Russell, P. D., & Yoo, J. (2001). Learner investment in second language writing. In W. Bonch- Bruevich (Ed.), The past, present, and future of second language research (pp. 181–196). Somerville, MA: Cascadilla Press.
   Google Scholar
• Sage, H. (1987). Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall Inc.
   Google Scholar
• Savignon, S. J. (2005). Communicative language teaching: Strategies and goals. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 653–670). Mahway, NJ: Lawrence Erlbaum.
   Google Scholar
• Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. doi:10.1093/applin/11.2.129
   Web of Science ®Google Scholar
• Schultz, J. (1995). Making the transition from language to literature. In M. A. Haggstrom, L. Z. Morgan, & J. A. Wiecrozek (Eds.), The foreign language classroom: bridging theory and practice (pp. 3–20). New York: Garland Publishing.
   Google Scholar
• Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361–392. doi:10.1191/1362168806lr203oa
   Web of Science ®Google Scholar
• Sheen, Y. (2007). The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.
   Google Scholar
• Shook, D. J. (1994). FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning, 5(2), 57–93.
   Google Scholar
• Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30(2), 73–87. doi:10.1017/S0261444800012799
   Google Scholar
• Spada, N., & Lighbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42(2), 181–207. doi:10.1002/j.1545-7249.2008.tb00115.x
   Web of Science ®Google Scholar
• Stoller, H. S., & Grabe, W. (1997). A six-t‟s approach to content-based instruction. In M. A. Snow & D. M. Britton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78–94). New York: Longman.
   Google Scholar
• Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). New York, NY: Newbury House.
   Google Scholar
• Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6, 68–83. doi:10.18806/tesl.v6i1.542
   Google Scholar
• Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64(1), 37–54. doi:10.3102/00346543064001037
   Web of Science ®Google Scholar
• Trofimovich, P., Ammar, A., & Gatbonton, E. (2007). How effective are recasts? The role of attention, memory, and analytical ability. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 171–196). Oxford: Oxford University Press.
   Google Scholar
• Truscott, J. (1999). What‟s wrong with oral grammar correction. Canadian Modern Language Review, 55, 437–456. doi:10.3138/cmlr.55.4.437
   Web of Science ®Google Scholar
• Valeo, A. (2013). The integration of language and content: Form-focused instruction in a content-based language program. The Canadian Journal of Applied Linguistics, 16(1), 25–50.
   Google Scholar
• VanPatten, B. (1993). Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26(4), 435–450. doi:10.1111/flan.1993.26.issue-4
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard UP.
   Google Scholar
• Wesche, M. B., & Skehan, P. (2002). Communicative, task-based and content-based language instruction. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 227–228). Oxford: Oxford University Press.
   Google Scholar
• Westhoff, G. J. (1991a). Increasing the effectiveness of foreign language reading instruction: Part 1 of an essay in two parts. ADFL Bulletin, 22(2), 29–36. doi:10.1632/adfl.22.2.29
   Google Scholar
• Westhoff, G. J. (1991b). Increasing the effectiveness of foreign language reading instruction, Part 2. ADFL Bulletin, 22(3), 28–32. doi:10.1632/adfl
   Google Scholar
• Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners‟ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235–263. doi:10.1017/S0272263109990519
   Web of Science ®Google Scholar