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Journal of Deaf Studies and Deaf Education Advance Access published online on August 3, 2006
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enl009
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org
Received March 27, 2006
Revised July 6, 2006
Accepted July 9, 2006

Article

Focus-on-Form Instructional Methods Promote Deaf College Students' Improvement in English Grammar

Gerald P. Berent 1 *, Ronald R. Kelly 1, Stephen Aldersley 1, Kathryn L. Schmitz 1, Baldev Kaur Khalsa 1, John Panara 1, and Susan Keenan 1

1 National Technical Institute for the Deaf, Rochester Institute of Technology

* To whom correspondence should be addressed.
Gerald P. Berent, E-mail: gerald.berent{at}rit.edu


  Abstract

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies.


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