Akademik Veri Yönetim Sistemi
ASOS JOURNAL, sa.45, ss.13-26, 2017 (Hakemli Dergi)
LEARNER PREFERENCES OF FORM-FOCUSED INSTRUCTION: ISOLATED OR INTEGRATED Abstract This study aims to examine whether or not there is a difference in the instructional preferences of Turkish young adult learners of English between the two types of form-focused instructions (FFI), namely isolated and integrated. In the first one, apart from communicative instruction, the form is introduced before or after the communicative activity rather than during the activity. In the latter, the form is not taught together with content-based or communicative instruction. We specifically wanted to investigate the impact of proficiency level, gender and university type (a foundation university versus a state university) on the preference of form-focused instruction kind. For this purpose, we administered a questionnaire to 113 students with the mean age of 19. The findings were significantly in favor of the integrated FFI, and the type of university they are attending, gender, and proficiency level do not seem to be factors affecting their FFI type. Keywords: Isolated form-focused instruction; Integrated Form Focused instruction; Instructional preferences of language learners.