Does form-focused instruction really make a difference? Potential effectiveness in Jordanian EFL learners’ linguistic and pragmatic knowledge acquisition-Reference-Cited by-同舟云学术

Does form-focused instruction really make a difference? Potential effectiveness in Jordanian EFL learners’ linguistic and pragmatic knowledge acquisition

Published:2017-11-09 Issue:1 Volume:2 Page:
ISSN:2363-5169
Container-title:Asian-Pacific Journal of Second and Foreign Language Education
language:en
Short-container-title:Asian. J. Second. Foreign. Lang. Educ.

Author:

Bataineh Ruba Fahmi,Al-Qeyam Fatima Rasheed,Smadi Oqlah Mahmoud

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Language and Linguistics,Education

Link

http://link.springer.com/content/pdf/10.1186/s40862-017-0040-0.pdf

Reference63 articles.

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2. Al al-Bayt University (2015). Retrieved 7 June 2017 from http://web2.aabu.edu.jo/faculties_site/arabic/index.jsp?menu_id=7&site_no=100031&col_id=31&dept_id=0 .

3. Al-Damiree, R., & Bataineh, R.F. (2016). Vocabulary knowledge and syntactic awareness as potential catalysts for reading comprehension among young Jordanian EFL students. Journal of Teaching and Teacher Education (University of Bahrain), 4(1), 53-59. Retrieved 7 June from http://journals. uob.edu.bh/JTTE/contents/volume-1073/articles/article-2397.

4. Al-Qeyam, F. R., Bataineh, R. F., & Smadi, O. M. (2016). The effect of form-focused instruction on learning and retaining pragmatic knowledge among Jordanian EFL tertiary-level learners. Journal of International Doctoral Research, 5(1), 28–50.

5. Assaf, S., Al-Shboul, Y., & Alodwan, T. (2012). In-service teachers’ views of form focused instruction (FFI) and communicative meaning-oriented instruction (MOI): The case of Jordan. European Journal of Social Sciences, 30(10), 79–91.

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