| This study investigated novice and experienced teachers' cognition and perceptions regarding timing of grammar instruction theoretically known as isolated and integrated form-focused instruction (FFI). Timing of FFI was originally proposed by Spada and Lightbown (2008). Both isolated and integrated FFI are used in classrooms that are mainly communicative and meaning-based. Also both types are teacher generated, planned and deductive. In isolated FFI, the learners' attention is drawn to forms or formal features of language prior to, in preparation, or after communicative activities whereas in integrated FFI the attentions are drawn to forms during communicative or meaning-based activities. Novice and experienced teachers' preference for isolated and integrated FFI teaching at higher and lower levels of English proficiency were analyzed, compared and contrasted with the previous literature.;This study was a mixed-method, the quantitative data was collected from a survey and the qualitative data was gathered through six interviews and responses to open-ended survey questions. Thirty-five ESL teachers participated. The quantitative data revealed that novice and experienced teachers both expressed preference for integrated FFI. However, teachers who were teaching at the lower proficiency level showed preference for integrated FFI. Regarding isolated FFI, variations in responses from teachers of different levels of English proficiency were not statistically significant. The qualitative data from interviews and open-ended data indicated the importance of both integrated and isolated FFI and, by contrast to the quantitative finding, a stronger preference for isolated FFI at teaching lower proficiency level. Moreover, teachers reflected on other relevant issues such as contextual factors, learners' background and needs, and the attributes of grammatical structures. |
