Thèses sur le sujet « Évaluation langagière en langue seconde »
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Bignon, Matthieu. « Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning ». Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Texte intégralThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Wilkinson, Jane. « L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suivi ». Master's thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/22440.
Texte intégralHuver, Emmanuelle. « Les Critères d'évaluation de la dimension culturelle de la compétence langagière en français langue étrangère ». Université Marc Bloch (Strasbourg) (1971-2008), 2003. http://www.theses.fr/2003STR20050.
Texte intégralAssessment is one of the most burning issues in the foreign languages didactic (cf. The many researches about it). However, an analysis of the assessment activities which are now available shows that a lot of them provide a linguistic control, and not an effective assessment of the communicative competence in all its dimensions, including especially a cultural one. This research aims at conceiving an assessment of communicative competence which is compatible with the Council of Europe's instructions, and particularly it aims at proposing criteria for the cultural dimension of communicative competence. To achieve this goal, we have proceeded as following: 1. Definition of a communicative competence model including: - a linguistic dimension (i. E. Form and meaning of the different units of language); - a pragmatic dimension (i. E. Speech acts and their use in particular communicative events);- a cultural dimension (i. E. Cultural parameters of language use);2. Drawing up of criteria for the cultural dimension - a sociolinguistic criterion (i. E. Sociolinguistic aspects of the communicative task);- a ritual criterion (i. E. Realization of ritual constrains inferred by the communicative event); 3. Analysis of a corpus of papers written by students learning French as a foreign language, in order to experiment our theoretical model and to show that there are some mistakes which cannot be related to the linguistic and pragmatic dimensions of communicative competence. These mistakes are in fact cultural ones. Therefore, if we want to take into account every aspect of learners performances, the cultural dimension appears to be an essential criterion for the assessment of communicative competence
Wilkinson, Jane. « L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suvi ». Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27874/27874.pdf.
Texte intégralWang, Hong. « Le "niveau-seuil" de la compréhension écrite du chinois langue seconde ». Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF008/document.
Texte intégralThe subject addressed in this research concerns access to independent reading for the learners of Chinese as a foreign language. For a learner who is a native user of alphabetical writing systems, Chinese is a “geographically, culturally and linguistically distant language” (Bellassen, 2014). Therefore, it seemed necessary to explore under which conditions a learner starts independent reading and to establish a “Threshold of characters to Access First Readings in Autonomy” (TAFRA). This study is based on an investigation conducted with a study sample consisting of over 300 learners with whom we try to establish a language biography as well as to constitute a corpus of authentic first-read texts. The analysis of this material allows to better understand how a non-reader becomes an independent reader and to establish the “TAFRA” list. This study provides interesting insight into future learning as well as pedagogy
Lecocq, Katia. « Acquisition d'une seconde langue en milieu scolaire : évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais ». Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210570.
Texte intégral
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Rezzoug, Dalila. « D'une langue à l'autre validation de l'ELAL d'Avicenne, outil transculturel d'évaluation langagière des langues maternelles ». Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD094/document.
Texte intégralThere is a wide variety of bilingualism among the children of migrants. Numerous factors contribute to theestablishment of this dual skill in migratory settings. The native or first languages are often minority languages,and transmission processes can vary from one family to another, and among siblings in a given family. As aresult, assessing language acquisitions among the children of migrants is complex, and needs to take account ofthe specific features of bilingual development as well as the cultural background.In France we do not have any tool enabling the assessment of linguistic abilities handed down in families wherethe native (or first) language is not French, and this lack of an appropriate tool can lead to diagnostic errorsamong bilingual children.This thesis set out to validate the Avicenne ELAL, a transcultural evaluation tool for first languages intended forchildren aged between three and a half and six and a half. The validation population in France was made up of145 children speaking Arabic (Maghreb), Tamil (Sri-Lanka) and Soninke (West Africa). A group of 99 childrenwere recruited in countries where these languages of interest are used by the majority (Mauritania, Algeria, Sri-Lanka and Morocco). In this group the children spoke one of the three study languages. For the bilingualpopulation recruited in France, the protocol comprised a bilingual evaluation and an interview with the parentson the subject of practices and representations concerning the transmission of language. In the other group thefirst language was assessed using the Avicenne ELAL.The results showed that this instrument had satisfactory psychometric and clinical properties. The analysis of theprotocols as applied in the different cultural and linguistic settings shows that is has good transcultural validity.The use of the tool for the assessment of bilingualism enables a bilingual profile to be derived. We distinguishedfour profiles: harmonious coexistence of the two languages, lack of harmonious coexistence in favour of the firstlanguage or in favour of the second language, and linguistic vulnerability. We discuss these different profiles andthe preventive, therapeutic and pedagogical interventions that they suggest
Riviere, Véronique. « L'activité de prescription en contexte didactique. Analyse psycho-sociale, sémio-discursive et pragmatique des interactions en classe de langue étrangère et seconde ». Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2006. http://tel.archives-ouvertes.fr/tel-00374551.
Texte intégralÀ travers un corpus enregistré, transcrit et enrichi d'observations de cours universitaires de français langue étrangère dispensés à des étudiants japonais et de cours de français langue seconde à des apprenants nouveaux arrivants au collège, nous étudions différentes facettes de l'activité de prescription en interaction : ses modes plus ou moins ritualisés de communication (organisation des échanges), sa fonction de cadrage de l'activité des apprenants, ses dimensions symboliques et interpersonnelles, ses modes et régimes discursifs, les ressources sémiotiques (orales, écrites, gestuelles, iconiques) et les procédés de reformulation qu'elle nécessite. Cette étude convoque les outils de la microsociologie, de la linguistique des interactions, de la pragmatique psycho-sociale et de l'analyse du discours.
Thiam, Ousseynou. « Didactique du français langue seconde au Sénégal : le cas du français dans les établissements moyen et secondaire ». Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3030.
Texte intégralReflexions on French language in Senegal are often considered from a historical, sociolinguistical or educational perspective. The orientation of this thesis is rather didactic. Its aim is to analyze the Teaching/Learning of French in college and secondary schools. The research deals with a specific problematic for an institutional system which aims at the mastery of French as a native language when this idiom is a second language. Does this expectation from the institution allow for an effective teaching activity an appropriation of the language, of the school culture and of the anthropological culture? The answer to this question has required the elucidation of the concepts of knowledge, know-how, skill, language, culture. We have characterized objects, tools, contents, and fundamental methods for teaching and learning. That, in a context where the language biographies and cultural identities of the learners are defined by multilingual and multicultural status. Didactic transposition and joint action are studied to describe teaching activities and the circulation of knowledge. This work has priviledged an ethnographical approach with videographs of classes, interviews, selfconfrontations, and a collection of written productions. The analysis of the results from this empirical study is presented around three poles: skills, teachers and learners. Eventually, it has confirmed the idea that the didactics of french as a second language helps to elaborate linguistic and cultural skills adapted to the Senegalese context, to overcome difficulties in teaching activity, to make learners the actors of their learning. This analysis is completed with didactic suggestions
Driedger, Christina. « Students' perceptions of their intercultural communicative competence following intercultural encounters with language assistants : a multiple case study ». Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67000.
Texte intégralThe official languages program, Odyssey, has existed for over 40 years, yet no known empirical research has investigated its impact on L2 learners—the largest number of stakeholders involved. To address this gap, this study looked at English L2 learners’ perceptions of their intercultural communicative competence following intercultural encounters with official language assistants. A multiple case study approach was used to collect quantitative and qualitative data from a language assistant (n=1) and English L2 learners (N=124) at two secondary schools in the province of Quebec, located in a semi-urban and rural community. The primary objective of this study was to examine how intercultural encounters with language assistants might shape the knowledge and affective dimensions of learners’ intercultural communicative competence. It also considered how sociodemographic factors might influence the results. Main results reveal that participants in both schools felt that learning with the language assistant shaped their intercultural attitudes and knowledge, but not to the same degree. This study highlights the potential influence of sociodemographic factors on participants’ intercultural attitudes and knowledge as well as the role the language assistant may have played in shaping participants’ intercultural knowledge. Finally, this study suggests that the intersection of intercultural competence and language assistant research is an important area of inquiry and that official languages programs in Canada would benefit from further research in this direction.
Thériault, Mélissa. « The development of lexical complexity in sixth-grade intensive English students ». Thèse, Université Laval, 2015. http://constellation.uqac.ca/3245/1/ThxE9riault_uqac_0862N_10117.pdf.
Texte intégralColina, Zulimar. « DIAALE : Conception, implémentation et évaluation d’un dispositif en ligne d’aide à l’apprentissage de la lecture scientifique en anglais langue étrangère ». Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAL021/document.
Texte intégralThis thesis proposes to document the fields of the development of the writing comprehension in L2 among non-specialist publics and the integration of the information and communication technologies for the teaching in Venezuelan context. In order to do this, this research is based on the design, implementation and analysis of two devices of learning English as a foreign language, distant, integrating collaborative tools in the context of the faculty of engineering of the University of Carabobo in Venezuela. These two devices allow the collection of researching data and ecological data, which are structured in corpus and then processed. From these heterogeneous data, the collaborative processes between student-engineers in L2 reading tasks, the development of written comprehension skills and the use of mobile electronic devices during these collaborative tasks
Lolo, Monney Happy Rosalie. « Vers une évaluation du projet école intégrée (enseignement en langue vernaculaire) dans l'enseignement primaire en Côte d'Ivoire : une analyse des performances scolaires d'élèves ivoiriens ». Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3067.
Texte intégralCôte d'Ivoire, like most sub-Saharan African countries is a multilingual country with about sixty (60) local languages split into four main geographical and cultural groups: the Mandé, the Gur, the Kru, and the Kwa). The language of socialisation inherited from the colonial period is not learners‘s first language. What pupils learn at school is not adapted to their socio-cultural realities. Lower rate of success at school is on one side mostly due to the learner's incompetence in French. In 2000 ten (10) Ivorian local languages ( Abidji, Agni, Baoulé, Bété, Guéré, Koulango, Mahou, Sénoufo, Yacouba,) were introduced into the educational system in the framework of the integrated school project (PEI in French). The integrated school project (I S P) exits in rural areas only. Its main objectives are on one hand to improve school needs cover, which fell from 76% (in 2001- 2002) to 74.3% in (2006-2007), thus indicating that nearly 26 % of kids who have reached the age to go to school do not have access to school. In rural areas, access to school is still low (66 % in rural areas against 83% in urban areas, says the national report on the educational system), and varies from one region to another with the loss of 35%. The integrated school project (I S P) is characterized by a bilingualism of transition. The teaching is entirely conducted in the local language of the region at CP1 (first grade), French is introduced only orally. At CP2 and CE1 (second and third grade) teaching takes palace in a bilingual classroom environment .Learning how to read and write is conducted in both languages; this in all the school subjects
Mostefaoui, Saida. « Le problème des langues dans le système éducatif algérien : Le cas de la langue française chez des élèves de 6eme après la réforme de 2003 ». Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H039.
Texte intégralThe major impediment to the Algerian education system has been in its approach to science and social ascension lying in its language policy, at odds with the former colonizer but also with local languages namely Algerian and Tamazight. Caught in the grip of an Arabization ideology, Francophone elitism and an Amazigh claim for identity, the Algerian school today has troubles meeting the requirements of local multiculturalism on the one hand and the international market on the other hand. Indeed, in the 2003 reform-oriented skill-based pedagogy, among other things, the intention was to restore the prestige of French language by giving it more interest. The official evaluation of the Algerian education system is based on a statistical approach over national examinations that supports it and endorses it; Numbers are at the center of achievements both in success rate, hiring of teachers or of schooling. The goal of our research is to investigate about the failure of the pedagogic reform that once again rejects the mother tongue of the child from the educational landscape. We chose to address this issue by conducting two major surveys on two skills that are part of the triptych school: reading and writing among children in 6th grad. Tests in reading (ROLL) were given in French and in the official language (Arabic) to probe the level in both languages. Our results confirm in both cases the gap between the true level of students and the one presented by the official institutions with figures giving an illusory image of the success of the whole system
Ramoo, Lakshmee Devi. « L’expérience d’immigrants, candidats aux ordres professionnels, lors de l’évaluation authentique de leurs compétences langagières, quant à l’épreuve de français de l’Office québécois de la langue française (OQLF) ». Thesis, 2020. http://hdl.handle.net/1866/25230.
Texte intégralSince a few years, Quebec faces an unprecedented economic situation. Indeed, an ageing and declining population combined with a lack of qualified workers on the labour market is slowing down the economic development of the province. In this context, migrants represent an asset to remain competitive in the economic battle which opposes us to other countries (Boudarbat and Boulet, 2010; Posca, 2019). This fact is further sustained by The Chamber of commerce of metropolitan Montreal (2019); the Quebec council of employers (2015) and the Ministry of Labor, Employment and Social solidarity (2019).However, to be able to exercise a regulated profession, migrants must pass the French examination of the Office québécois de la langue française (OQLF). The one which is proposed by this organism since winter 2018 is novel and consists of an evaluation situation which is meant to be authentic, i.e., complex and contextualized (Stiggins, 2007; Wiggins, 1993). Succeeding this examination is a prerequisite to professional licensure. A critical constructivist perspective was thus sought to understand migrants’ experience regarding this examination. More specifically, we sought to shed light on the factors which influence preparation, participation and results announcement of the latter. So, following a comprehensive-interpretative approach, in this exploratory-descriptive research, data were collected through semi-directed interviews of 30 candidates of different professional orders.Results show that in each of the phases of preparation, participation and results announcement, the experience of candidates is influenced both positively and negatively. So, preparation was facilitated by studies and work experience in Quebec, as well as specialized courses. However, the cost of courses and lack of time and resources for self learning acted as barriers to the preparation of candidates. As regards participation, several aspects influenced candidates’ experience positively and negatively. Furthermore, the experience analysis of candidates shed light on certain anomalies: the exam protocol was not standardized across various sessions; candidates shared information among themselves during break time; candidates used deceptive strategies when in difficulty; candidates were frequently absent or just came to respect the exigencies of the French Charter; and the OQLF did not adapt its exam sessions to take into consideration planned absences of candidates. As regards results announcement, candidates’ experiences helped identify the perceived use of the documentation received. The decisions which entailed announcement of results were also put forward as well as the psychological impact of repeated failures on candidates. Moreover, we also discussed the economic impact of candidate failure and their opinions on the examination. Lastly, the problems identified by this study require special attention of the organism so as to enhance candidates’ experience.
Nkengne, Zogang Justine. « Évaluation par des enseignants camerounais de productions textuelles argumentatives en français langue seconde d’élèves de 3e secondaire ». Thèse, 2016. http://constellation.uqac.ca/4147/1/NkengneZogang_uqac_0862D_10306.pdf.
Texte intégralG, Paquet Roseline. « Les perceptions de l’apprentissage du français langue seconde des nouveaux francophones de Montréal ». Thèse, 2017. http://hdl.handle.net/1866/20021.
Texte intégralTsedryk, Alexandra. « Didactique de la paraphrase : évaluation et développement de la compétence paraphrastique chez l'apprenant de français langue seconde ». 2013. http://hdl.handle.net/10222/16013.
Texte intégralNait, Belhaj Saadia. « Le contenu autoévaluatif dans le matériel didactique en enseignement de l'anglais langue seconde en 6e année primaire et 1re année secondaire ». Mémoire, 2011. http://www.archipel.uqam.ca/4167/1/M12063.pdf.
Texte intégralArchambault-Lapointe, Jaëlle. « Évaluation du niveau d'acquisition des expressions figées chez des enfants allophones et francophones de la 3e à la 6e année du primaire ». Mémoire, 2009. http://www.archipel.uqam.ca/2328/1/M10990.pdf.
Texte intégralFolny, Vincent V. « Fonctionnement de tâches discrètes et intégrées pour l'évaluation de la lecture en français langue seconde des nouveaux arrivants au Québec ». Thèse, 2009. http://hdl.handle.net/1866/4374.
Texte intégralThis research has been conducted within the assessment procedure of the language competence of adult immigrants, for placement purposes in French courses. It relates to the dimensionality as well as the objective and subjective difficulty of discrete or integrated reading tasks at different proficiency levels. Analyses of linguistic proficiency estimates are proposed in relation with candidates’ linguistic groups. In order to conduct this study successfully, a 6-text and 30-item test has been constructed and administered to 118 immigrants. These immigrants were enrolled in French courses offered by the Ministry of Immigration and Cultural Communities (MICC) in language schools at the Université de Montreal and the Université du Québec à Montréal. After the administration, analyses have been made on the dimensionality and difficulty of the discrete and integrated tasks and on the interactions between the tasks and different groups of candidates. More detailed analyses have been made on candidates and items at similar levels. Finally, we were able to study the candidates’ perceptions of task difficulty. Although the study is based on a provisional test, the dimensionality of discrete and integrated tasks has been distinguished. Differences in the way the 2 types of task work have been shown. Finally, the candidates’ interpretation of difficulty and therefore, their view of the test, are better understood. In fine, proposals are made in regard with the proper use of discrete and integrated tasks in an adaptive placement test in second language.
Colson, Alicia. « Les interventions pédagogiques sur les variations diaphasiques du langage : comment les observer ? » Mémoire, 2007. http://www.archipel.uqam.ca/4738/1/M9942.pdf.
Texte intégralLira, Gonzales Maria Lourdes. « A Teacher’s Formative Assessment Perceptions and Practices in Oral Intermediate English Courses at the Université de Montréal ». Thèse, 2012. http://hdl.handle.net/1866/7045.
Texte intégralDuring the last twenty years, assessment practices for improving student learning (i.e., self-assessment, peer assessment, feedback) in the classroom has been considered as essential (Black & Wiliam, 1998; Harlen & Winter, 2004; van de Watering & van der Rijt, 2006). In the field of second language learning, however, research in this area is quite limited. In order to address this gap, an exploratory research , based on Colby-Kelly and Turner’s (2007) and Lyster and Ranta’s (1997)studies has been conducted . The general objective was to understand how formative assessment is practiced in two Intermediate Oral English courses at the Université de Montréal and to compare how these practices are perceived and performed by the teacher and the students. Three research questions were pursued: 1. What is the nature of formative assessment in a second language classroom setting? 2. Do the teacher’s assessment practices reflect what she thinks about formative assessment? 3. What are the coincidences and differences between teacher’s perceptions and her students’ perceptions regarding the benefits of formative assessment for learning English? Data collection instruments consist of teacher interview guidelines, students’ questionnaire and classroom observation grids. In order to answer the first question, the feedback given by the teacher during the students’ oral performance has bee analysed using the types of feedback and uptake in Lyster and Ranta’s (1997) report. For the second research question, I interviewed the teacher at the beginning of each session and I elicited her beliefs about classroom-based formative assessment practice. At the end of the session I the teacher’s answers have beeb compared and contrasted with her actual performance, which was videotaped during the course. Finally, regarding the third question, teacher’s answers in the interviews have been compared with students’ answers on a questionnaire – adapted from Colby-Kelly and Turner’s one. The most significant results of this qualitative research are presented and discussed. In the conclusion, directions for future research are proposed
Bouhlal, Fatma. « The effectiveness of written corrective feedback on French as a second language accuracy ». Thèse, 2019. http://hdl.handle.net/1866/22430.
Texte intégralMichaud, Gabriel. « À quel moment enseigner la forme dans le cadre d’un enseignement basé sur la tâche ? » Thèse, 2019. http://hdl.handle.net/1866/23557.
Texte intégralTask-Based Language Teaching is an increasingly popular approach used in a variety of second-language learning environments. There is debate, however, on the incorporation of form-focused instruction and, more specifically, regarding when precisely it should be integrated in the execution of a task. Beyond determining whether a form should be taught proactively or reactively (Ellis, 2017, Long, 2015), the lack of consensus as to whether form-focused instruction should occur at the beginning of a task (Dekeyser, 1997, 2007), during a task (Lightbown, 2008; Long, 2015), or after a task (Willis et Willis, 2007) drives language instructors to question whether they should integrate form-focused instruction at all and creates uncertainty as to when it is most beneficial to do so (East, 2017). The present quasi experimental study seeks to better understand the effects of the timing of form-focused instruction in the task-based teaching framework while controlling for moderating variables such as the degree of learner knowledge and learners’ language aptitude. Eight groups, six experimental and two comparison, of French as a second language students (four groups of B1 level and four groups of B2 level) and their respective teachers participated in the study. The experimental intervention consisted of two tasks, one hierarchical task and one decision-making task. Six groups received explicit instruction on the subjunctive at the beginning, during, or after a task while two groups completed the tasks without explicit instruction. The participants (N = 165) completed a pre-test, an immediate post-test and a delayed post-test assessing both implicit knowledge (Elicited Imitation Test) and explicit knowledge (Grammaticality Judgment Test). Participants also completed a language aptitude assessment test (LLAMA). Learners’ degree of knowledge was determined based on their pre-test performance. Participants whose mean scores were below or above the median were assigned to the low or advanced knowledge groups respectively. Repeated-measures ANOVAs show that lower-level learners benefit from instruction during a task while more advanced learners benefit from instruction at the start of a task. Consequently, learner readiness is a factor to consider when planning and executing focus on form instruction. Additionally, multiple regression results demonstrate that language aptitude plays a more significant role when form-focused instruction is given before or during a task and that different components are drawn upon at different acquisitional stages. The study concludes by offering theories and practical recommendations regarding the inclusion of focus on form instruction that considers the level and aptitude of learners.