Comparing focus on form and focus on FormS in second-language vocabulary learning

Research output: Contribution to journalReview articlepeer-review


The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction - and particularly FonFs - is claimed to be indispensable for L2 vocabulary learning.

Original languageEnglish
Pages (from-to)149-166
Number of pages18
JournalCanadian Modern Language Review
Issue number1
StatePublished - Sep 2006

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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