Improving Learner Performance in Producing Grammatical Structures
الموضوعات : نشریه زبان و ترجمه
Seyed Reza Beh-Afarin
1
(Islamic Azad University, Tehran North Branch)
Kobra Soulati Asl
2
(Islamic Azad University, Tehran North Branch)
Marjaneh Khayyer
3
(Islamic Azad University, Tehran North Branch)
الکلمات المفتاحية: Task-based Instruction, focused and unfocused tasks,
ملخص المقالة :
This experimental study examined the effectiveness of using focused and unfocused tasks on Iranian intermediate EFL learners’ performance in producing noun, adjective, and adverb clauses. In addition,the aim of this study was to explore the effects of form-focused instruction and the feedback students received from their teacher after doing focused grammar tasks. Data consisted of the scores of the pre-test and posttest as well as the data obtained through the administration of the tasks of translation to undergraduates at Islamic Azad University, North Tehran Branch over a period of one semester. After the administration of the Nelson proficiency test, 60 participants out of 106 were selected. Then all groups were given a sample TOEFL, which stood as pre-test and posttest to assess the clause performance of all groups. The focused and unfocused tasks were administered to the experimental groups, while the control group followed the exercises in the course book. Analysis of the data pointed to a strong correlation between implementing focused tasks, attention to form, and finally the performance of the learners in different types of clauses. The study also pointed out the relationship between the role of correcting errors and the subsequent consciousness-raising (C-R) on the part of the students. In conclusion, practicing focused tasks had an important role to play in promoting learners’ grammar performance.
Andrews, K. (2007). The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners.TESL- EJ 11 (2).
Azar, B. (1999). Understanding and using English grammar, (third ed). Pearson Education, USA.
Barbieri, F. & Eckhardt, S. (2007). Applying Corpus-based Findings to Form-focused Instruction: The Case of Reported Speech Language. Teaching Research 11 (3), 319–346. Retrieved November 20, 2007 from SAGE Publications.
Bruton, A. (2007). Description or Prescription for Task-Based Instruction? A Reply to Littlewood. Asian EFL Journal, 9 (1), 227-235.
Burgess, J. (2002). Focus on Grammatical Form: Explicit or Implicit? System 30, 433–458.
Chen, T. (1995). In Search of an Effective Grammar Teaching Model.Retrieved April 28, 2007, from Forum July-September. 33 (3).
DeKeyser, R. (1998). Beyond Focus on Form: Cognitive Perspectives on Learning and Practicing Second Language Grammar.In: Doughty, C. & Williams, J. (Eds.), Focus on Form in Classroom Second Language Acquisition. (pp. 42- 63),Cambridge University Press, Cambridge.
DeKeyser, R. (2003). Implicit and Explicit Learning.In: Doughty, C. & Long, M. H. (Eds.), The Handbook of Second Language Acquisition, (pp. 313-348), Blackwell Publishing, Oxford.
Doff, A. & Jones, C. (1997). Language in use, upper-intermediate, Self-study workbook. Cambridge University Press, UK.
Doughty, C. & Williams, J. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge University Press, Cambridge.
Ellis, R. (2003a). Task–based Language Learning and Teaching. Oxford University Press, New York.
Ellis, R. (2003b). Designing a Task-based Syllabus. RELC Journal 34 (1), 64-81. Retrieved October 19, 2008 from SAGE Publications.
Ellis, R. (2004). The Definition and Measurement of L2 Explicit Knowledge. Language Learning, 54 (2), 227–275.
Ellis, R. (2005). Principles of Instructed Language Learning. The Asian EFL Journal Quarterly 7 (3), 9-24.
Ellis, R. (2006a). Modeling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge. University of Auckland, Applied Linguistic, 431-463.
Ellis, R. (2006b). The Methodology of Task-based Teaching. The Asian EFL Journal 8 (3), 19-45.
ESL Program San Jose City College. (2007). Powered by Language Teach Software. Retrieved April 19, 2008 from google.
Fotos, S. & Ellis, R. (1991). Communicating about Grammar: A Task-based Approach. TESOL Quarterly 25 (4), 605-628.
Fotos, S. (1994). Integrating Grammar Instruction and Communicative Language Use Through Grammar Consciousness-Raising tasks. TESOL Quarterly 28 (2), 323-351.
Garcia Mayo, M. D. P. (2002). The Effectiveness of Two Form-focused tasks in Advanced EFL pedagogy. International Journal of Applied Linguistics 12 (2), 156-175.
Hopkins, D. & Cullen, P. (2007). Grammar for IELTS. Cambridge University Press, Cambridge.
Howe, D. H., McArthur, G., Kirkpatrick, T. A. & Kirkpatrick, D. L. (1993). Advance with English: Student's Book Level 3. Oxford, Oxford University Press.
Johnstone, R. (2002). Research on Language Teaching and Learning: 2001. Language Teaching, 35, 157–181.
Long, M. & Robinson, P. (1998). Focus on Form: Theory, Research, and Practice.In: Doughty, C. & Williams J. (Eds.), Focus on Form Instruction in Classroom Second Language Acquisition. (pp.15-41), Cambridge University Press, Cambridge.
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K. Ginsberg, R. B. & Kramsch. C. (eds). Foreign Language research in cross- cultural perspective (pp.39-53). Amsterdam. John Benjamins.
Lynch, T. & Maclean, J. (2000). Exploring the Benefits of Task Repetition and Recycling for Classroom Language Learning. Language Teaching Research 4 (3), 221–250.
Macaro, E. & Masterman, L. (2006). Does Intensive Explicit Grammar Instruction Make All the Difference? Language Teaching Research 10 (3), 297-327. Retrieved November 20, 2007, from Sagepub.
Molinsky, S. J. & Bliss, B. (1997). Expressways 4, second ed. Prentice Hall, New Jersey.
Nunan, D. (2006). Task-based Language Teaching in the Asia Context: Defining ‘Task’. The Asian EFL Journal 8 (3), 12-18.
Nunn, R. (2006). Designing Holistic Units for Task-based Learning. The Asian EFL Journal 8 (3), 69-90.
O’Connell, S. (2002). Focus on IELTS. Pearson Education, Cambridge.
Richards, J. C., Hull, J. & Proctor, S. (2005). Interchange, student’s book Level, (3rd ed). New York, Cambridge University Press.
Richards, J. C. & Rodgers, T. S., (2001). Approaches and Methods in Language Teaching. New York, Cambridge University Press.
Sharpe, P. J. (2001). How to prepare for the TOEFL: Test of English as a foreign language, (10th ed). USA, Barron’s Educational Series.
Skehan, P. (1998). A Cognitive Approach to Language Learning.Hong Kong, Oxford University Press.
Wallwork, A. (1997). Discussions A-Z Intermediate: A resource book of speaking activities.UK, Cambridge University Press.
Williams, J., (2001). The Effectiveness of Spontaneous Attention to Form. System 29 (3), 325-340.
