[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595519-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595519-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-integration-of-language-and-content-form-focused-instruction-in-a-content-based-language-program","The Integration of Language and Content - Form-Focused Instruction in a Content-Based Language Program","","A comparative classroom study examined how a focus-on-form approach affects adults in a content-based, occupation-specific language program. Thirty-six adults in two groups participated over 10 weeks: one group received instruction with a focus on form alongside content, and the other received the same content-based instruction with meaning only. Pre-tests, post-tests, and delayed post-tests measured learning of two grammatical forms, the present conditional and the simple past, plus occupational content knowledge.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-integration-of-language-and-content-form-focused-instruction-in-a-content-based-language-program/595519/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-integration-of-language-and-content-form-focused-instruction-in-a-content-based-language-program/595519.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main research focus of the study?","Question",{"text":62,"@type":63},"The study examined how introducing a focus on form facilitates form-meaning connections within content-based language teaching for adults.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the participants grouped and what instruction did each group receive?",{"text":67,"@type":63},"Thirty-six adults in two classes participated for 10 weeks. One group received content-based instruction including a focus on form, while the other received the same content-based instruction with focus on meaning only.",{"name":69,"@type":60,"acceptedAnswer":70},"Which outcomes were measured, and what advantage did the form-focused group show?",{"text":71,"@type":63},"Learning of two grammatical forms (present conditional and simple past) and occupational content knowledge were measured using pre-tests, post-tests, and delayed post-tests. 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Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form component while the other group of 20 adults received the same content-based instruction with a focus on meaning only. Pre-tests/post-tests/delayed post-tests measured learning of two grammatical forms, the present conditional and the simple past tense, as well as occupational content knowledge. Results indicated significant gains on most of the language measures for both learner groups but significant advantages for the form-focused group on the content knowledge tests. The results are discussed in relation to the impact of specific strategies designed to focus on form and the relationship between attention to form and comprehension of content in the context of content-based language programs.  \nRésumé  \nCette étude comparative menée en salle de classe a examiné l'effet et l'efficacité d’unenseignement mettant l’accent sur la forme dans un programme de langues professionnellespour adultes. Trente-six apprenants de deux classes intactes ont participé à cette recherche pendant 10 semaines. Un groupe de 16 personnes a reçu les instructions qui seconcentraient sur la forme, tandis que l'autre groupe de 20 personnes a reçu les mêmes instructions qui portaient sur le sens seulement. Des pré-tests, des post-tests ainsi que des post-tests retardés ont mesuré l'apprentissage de la langue et du contenu de deux traits grammaticaux; premièrement, la connaissance du conditionnel et du passé et, deuxièmement, la connaissance du contenu professionnel. Les résultats ont indiqué une amélioration sensible de la plupart des compétences linguistiques pour les deux groupesd'étudiants. Or, le groupe ayant mis l'accent sur la forme a connu des progrès significatifs aux tests de connaissance du contenu. Les résultats examinés se basent sur l'impact des stratégies spécifiques visant à faire ressortir la forme ainsi que la relation entre l'attention portée à la forme et la compréhension du contenu dans ce contexte particulier.  \nThe Canadian Journal of Applied Linguistics: 16, 1 (2013): 25-50  \nCJAL * RCLA Valeo 26  \nThe Integration of Language and Content: Form-Focused Instruction in a Content  \nBased Language Program  \nIntroduction  \nA primary concern of research and practice in the field of second language acquisition (SLA) has been the question of how best to facilitate form-meaning connections in instructed SLA. In this study, this question is explored within two pedagogical frameworks concerned with both language form and content meaning: content-based language teaching and form-focused instruction. In content-based language teaching (CBLT) second languages are taught via subject matter other than language itself. Formfocused instruction (FFI) is a term used to describe instruction that draws attention to language form in meaning-oriented or content-based language teaching contexts (Spada, 1997, 2011). The study is specifically concerned with the development of grammatical accuracy in content-based language teaching and learning.  \nCBLT is an umbrella term used to describe a wide range of teaching models in which second languages are taught via subject matter other than language itself, for example, mathematics, social studies, psychology and other subject areas. One of the earliest models is that of French immersion in Canada and more recently Content and Language Integrated Learning (CLIL) in Europe. These models and others are premised on the belief that language and content are inseparable in communication and that the learning of both is enhanced by in","cbCaikzBnYl65jTb","https://ap.wps.com/l/cbCaikzBnYl65jTb","pdf",382247,26,"English","# Introduction\n## Content-based language teaching (CBLT)\n## Form-focused instruction (FFI)\n## Rationale and research question","[{\"question\":\"What was the main research focus of the study?\",\"answer\":\"The study examined how introducing a focus on form facilitates form-meaning connections within content-based language teaching for adults.\"},{\"question\":\"How were the participants grouped and what instruction did each group receive?\",\"answer\":\"Thirty-six adults in two classes participated for 10 weeks. One group received content-based instruction including a focus on form, while the other received the same content-based instruction with focus on meaning only.\"},{\"question\":\"Which outcomes were measured, and what advantage did the form-focused group show?\",\"answer\":\"Learning of two grammatical forms (present conditional and simple past) and occupational content knowledge were measured using pre-tests, post-tests, and delayed post-tests. Both groups improved on most language measures, while the form-focused group showed significant advantages on the content knowledge tests.\"}]","The Integration of Language and Content - Form-Focused Instruction in a Content-Based Language Program | PDF",1792081308,66]