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out inuniversities,which results in a lack of reference materials.Thus,it is required to conduct anexperiment on the timing of FFI in the instruction of English grammar in junior high school.

Chapter Two Literature Review

2.1 Related Studies on the Form-focused Instruction

In the history of language teaching,there have been three trends in teaching methods.The first one is the traditional teaching methods,such as the grammar-translation method,andthe audio-lingual method,which emphasize language forms and hold that mastering grammarrules and structures is essential to language acquisition.The second one is the meaning-basedcommunicative approach,which has become popular since the 1970s.This teaching approachdismisses the value of grammar instruction in language learning and promotes the idea thatstudents should learn language naturally in a relevant context rather than paying attention togrammar rules.Some researchers(Long&Robinson,1998)think that neither of these twolanguage teaching concepts has comprehensively analyzed learners’needs and the complexpsychological processes involved in language learning,so they have failed to effectivelyguide foreign language teaching.Therefore,it is necessary to find a new way that combinesform and meaning together.Then,a new teaching concept called“form-focused instruction”appears.

2.1.1 Definition of Form-focused Instruction

In 1991,Michael Long introduced the idea of“form-focused instruction”but referred toit as“focus on form”.He claims that“focus on form”overly attracts students’attention tolinguistic components when they appear incidentally in lessons that have an overarchingemphasis on meaning or communication(Long,1991).This teaching method integrates language meaning and forms,emphasizing the importance of paying attention to languageform in context.In order to distinguish his new concept from the traditional teaching concept,Long referred to the traditional teaching method as“focus on forms”,that is,the content ofthe syllabus and of lessons based on it is the linguistic items themselves,such as structures,notions,lexical items,etc.,which is usually irrelevant to communicative activities(Long,1991).

2.2 Related Studies on the Timing of FFI

Form-focused instruction has been a hot topic in the field of second language acquisitionsince it was proposed.Researchers(D’Amico,2013;Natsuko,2013;Nourdad,2014)agreethat the combination of form and meaning-based instruction is effective to promote secondlanguage acquisition,increase the accuracy and fluency of language used by second languagelearners,and make learners’output closer to the target language.Meanwhile,the teachingconcept of FFI conforms to the English Curriculum Standard for Compulsory Education(2022).Since its introduction to China,it has been recognized by many foreign languageresearchers in China.Its effectiveness in English grammar classroom teaching has also beenverified,which is not only reflected in the development of subjects’grammar knowledge andgrammar level but also in the positive changes in their emotional attitude towards grammarlearning.As a result,the most crucial question for researchers in foreign language teachingtoday is no longer whether learners should be encouraged to concentrate on form in acommunicative classroom,but how and when to focus on form is more effective.At the endof the 1990s,Spada(1997)menti本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。