Comparing The Effectiveness Of Focus On Form And Focus On Forms Approach Upon Second Language Vocabulary Learning By Chinese Non-english Major College Students

Form-focused instruction (FFI) can be of two major types—Focuson Form (FonF) and Focus on Forms (FonFs)(Long,1991). The purposeof the present study is to investigate the differential effectiveness ofFocus on Form and Focus on Forms approach on second languagevocabulary learning by Chinese intermediate level EFL learners.Beginning with defining the concepts of FonF and FonFs and explainingthe theoretical rationale and pedagogic realizations for each, the presentstudy tries to find out which approach is comparatively more efficient forChinese English learners at intermediate level on second languagevocabulary learning. The research questions the present study attempts toanswer are:(1) Is there any difference between the effectiveness of FonFand FonFs on learner’s immediate retention of second languagevocabulary？(2) Is there any difference between the effectiveness ofFonF and FonFs on learner’s delayed retention of second languagevocabulary?82non-English major freshmen selected from three natural classesof Longdong University of Gansu province were divided into two groupsto take part in the experiment. In the experiment, the FonF group receivedFonF tasks while the FonFs group received FonFs tasks. All participantswere tested immediately and two weeks later. The statistic results analyzed by independent samples t-test showedthat (1) Compared with FonF approach, FonFs was found to be moreeffective on learner’s immediate retention of second language vocabulary.(2) Compared with FonF approach, FonFs was found to be more effectiveon learner’s delayed retention of second language vocabulary. Based onthe discussion of the results, the FonFs approach was found to be moreeffective on second language vocabulary learning. It was hoped that theimplications and suggestions of the present study could provide somepractical insights to numerous Chinese English teachers and intermediatelevel English learners for their future English teaching and learning.