The Effect of Textual Enhancement Techniques on the Acquisition of Passive Form
محورهای موضوعی : language teaching
ایرج خوشنویس
1
(Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran)
Zohreh Mikaeli
2
(Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran)
کلید واژه: Input, input enhancement, Focus on Forms, Focus on Form, explicit instruction, textual enhancement, Noticing hypothesis,
چکیده مقاله :
This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement.
این مطالعه تجربی تأثیر افزایش متنی بر آموزش ساختارمجهول در میان یادگیرندگان زبان دوم ایرانیان درسطح پیش‌متوسطه را بررسیکرد.شصت تا یادگیرندگان زبان دوم در سطح پیش‌متوسطه به‌صورت تصادفی به سه گروه تقسیم شدند دوتا گروه آزمایشی ویک گروه مقایسه. گروه اول آزمایشی متن‌هایی را دریافت کرد که فعل‌های مجهول در آن تکرار شد. گروه دوم آزمایشی متنی را دریافت کرد که در آن فعل‌های مجهول با رنگ‌های مختلف زیرشان خط کشیده شد. گروه سوم فقط توضیحات آشکار مجهول را بدون متن دریافت کرد.گروه تکرار در هر جلسه دو متن دریافت کرد. تحقیق با پیش‌تست/ آموزش/ پست‌تست دنبال شد. نتیجه نشان داد که هر دو گروه افزایش متنی یعنی گروه تکرار و گروه خطوط رنگی تأثیر آماری مهمی در آموزش ساختار مجهول نسبت به گروه آموزش صریح را داشت. در نتیجه گروه تکرار مفیدتر از گروه خطوط رنگی بود.
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