International Journal of English Language and Translation Studies (Nov 2018)
Focus On Form Vs. Focus On Meaning Regarding Reading Skill: Effectiveness & Feasibility Quandary
Abstract
As Norris & Ortega (2000) believe, explicit Focus on Form (FOF) methods are more effective than implicit Focus on Meaning (FOM) methods, the reason behind this belief is that in FOF instruction learners’ attention is drawn to linguistic form while FOM instruction involves learners' attention to communicate (Ellis, 2001). However, this study focused on both the effectiveness and feasibility study of FOF vs. FOM in reading classes. In this quasi- experimental study, 24 EFL learners ranging 20-28 years old of intermediate level were divided into two experimental groups which received two different types of instruction. During a 14-session treatment, the first group was provided with FOF instruction (Dictogloss task), while the second group was provided with FOM instruction (Discussion task). The results revealed a significant difference between two experimental groups. The FOF group scored significantly higher than the FOM group. Regarding the students and teachers’ perspectives towards feasibility of FOF in reading class, the students believed that FOF was feasible in reading classes, while the teachers were not unanimous in this regard, but towards feasibility of FOM both groups held positive attitudes. Generally, the data revealed that both FOF and FOM have feasibility in reading classes. In terms of Practicality, both methods are equally well- operational, but as to developing reading skill FOF proved a bit more effective than FOM.
