Developing Content and Form: Encouraging Evidence From Italian Content-Based Instruction

Daryl M. Rodgers

77 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

Swain (1985) pointed out the need for increased modified output in the classroom in order to encourage learners to engage in more syntactic processing and, thus, make more form-meaning connections. Research in content-based instruction (CBI) (Musumeci, 1996; Pica, 2002) has revealed few occasions of pushed modified output from learners. Therefore, one questions whether CBI classes are effective in promoting and developing not only content knowledge, but also form–function abilities, specifically in the expressive skills. Second language (L2) learners from a 3rd semester university-level content-based geography course (N= 43) completed 2 (or 3) production tasks at the beginning and end of the regular semester. The findings revealed that learners made significant improvements in both content knowledge and functional linguistic abilities. However, it is possible that that latter still has room for improvement.

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1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1998Focus on form in classroom second language acquisition 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis 1986Input in Second Language Acquisition 1995Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning 1997Input Processing and Grammar Instruction in Second Language Acquisition 2000Anniversary article. Classroom SLA research and second language teaching 2001The effectiveness of spontaneous attention to form

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