Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context
محورهای موضوعی : language teaching
مجید قلیچی
1
(Payame Noor University, Postgraduate School, Tehran, Iran)
کلید واژه: Grammatical Knowledge, contextualized FoF instruction, de-contextualized FoFs instruction, durable effects, enhanced input,
چکیده مقاله :
This study has aimed to compare the effects of two types of form-focused instruction, i.e. de-contextualized focus-on-forms instruction versus meaning-centered contextualized focus-on-form instruction, on the development of grammatical knowledge of Iranian high-school students. Two groups of male high-school first graders participated in this study. One group was taught through de-contextualized deductive grammatical explanation, while the other group received enhanced input and contextualized grammar instruction embedded in meaning-centered activity based on dialogs. The results indicated that de-contextualized instruction as it is normally practiced in high-school contexts failed to promote successful use of the auxiliaries do, does, and did in a written production test. In contrast, adding the design features of meaning-based contextualization and enhanced input to instruction did result in better performance on a written production grammar test involving the use of the auxiliaries under study. In the delayed posttest, contextualized meaning-based instruction appeared to have a durable effect, but the effect was not significant enough to warrant any claim for the durable superiority of this form of instruction.
پژوهش حاضر با هدف مقایسه تاثیر آموزش از قبل طراحی شده مبتنی بر معنا و ارایه درونداد برجسته نمایی شده دریادگیری دانش دستوری دانش آموزان دبیرستانی در ایران بعمل آمد. دو گروه از دانش آموزان پایه اول دبیرستانی پسردر این مطالعه شرکت کردند. به یک گروه آموزش سنتی مبتنی بر توضیحات دستوری داده شد و به گروه دیگر دروندادبرجسته نمایی شده و آموزش دستور زبان مبتنی بر بافت و فعالیتهای معنی محور با استفاده از دیالوگ داده شد. نتایجپژوهش نشان داد که آموزش سنتی مبتنی بر توضیحات دستوری آنگونه که در مدارس ایران رایج است تاثیری در(do, does, did) یادگیری افعال کمکی در آزمون تولید نوشتاری نداشت. در عوض، درونداد برجسته نمایی شده وآموزش دستور زبان مبتنی بر بافت و فعالیتهای معنی محور به عملکرد بالای دانش آموزان در آزمون تولید نوشتاریمنجر شد. در پس آزمون تاخیری نیز آموزش دستور زبان مبتنی بر بافت و فعالیتهای معنی محور تاثیرگذار بود اما اینتاثیر به قدر کافی معنی دار نبود که بتوان به استناد آن ادعایی دال بر برتری این نوع آموزش بر حسب پایایی تاثیرمطرح کرد.
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