Focus on Form Instruction and Development of Accuracy in Specific Language Structures

Abstract

The study sought to develop accuracy among high school students in specific English grammatical structures through focus on form (FonF) instruction integrating the techniques of input enhancement, input processing and task essential language. The study used a counterbalanced design in which two (2) pre-sectioned classes were both exposed to different treatments, taking turns as the focus on form (FonF) and the whole language (WL) groups. The instruments used to gather data were teacher-made grammar tests and students’ essays. The frequency of use and the errors on usage over the number of clauses were analyzed as evidence of accuracy in specific language structures. The findings showed that there was a significant increase in the frequency of use of the structures in the FonF groups’ essays by around 19.46% on the average. While, the FonF group made more errors in the use of the structures, this is attributed to their higher frequency of use of the forms compared to the WL group. There is also no significant difference seen in the count of usage errors between the groups’ tests and essays suggesting that FonF instruction was more effective in fostering grammatical accuracy and fluency through increased application of targeted structures in writing.