The Role of Language Aptitude and Timing of Form-Focused Instruction in TBLT

doi:10.1017/9781009076463.019

14 - The Role of Language Aptitude and Timing of Form-Focused Instruction in TBLT

from Part IV - Aptitude–Treatment Interaction (ATI)

Published online by Cambridge University Press: 27 May 2023

Gabriel Michaud and

Ahlem Ammar

Edited by

Zhisheng (Edward) Wen ,

Peter Skehan and

Richard L. Sparks

Show author details

Zhisheng (Edward) Wen: Affiliation:
Hong Kong Shue Yan University
Peter Skehan: Affiliation:
Institute of Education, University of London
Richard L. Sparks: Affiliation:
Mount St Joseph University

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Summary

Aptitude–treatment interaction research seeks to determine whether learners extract more benefit from a specific type of instruction in accordance with their language aptitude. Against this backdrop, the present quasi-experimental study addressed the moderating role of language aptitude whilst considering the timing of form-focused instruction within a task cycle and learners’ levels of proficiency. Eight intact groups (N = 159) of French L2 university-level students (4 B1- and 4 B2-level groups) completed a ranking task and a decision task during their regular class time. Results from multiple regression analyses showed that: (a) language analytic ability, measured by LLAMA F, significantly predicted variance for the lower-level proficiency learners who received explicit instruction before or during the tasks; (b) implicit/procedural learning, measured by LLAMA D, significantly predicted variance for the higher-level proficiency learners who received explicit instruction during the task; and (c) no significant interactions were observed for the post-task and the control group.

Keywords

Language aptitude LLAMA TBLT the timing of instruction aptitude–treatment interactions form-focused instruction French as a second language

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Type: Chapter
Information: Language Aptitude Theory and Practice , pp. 357 - 380

DOI: https://doi.org/10.1017/9781009076463.019 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2023

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