The Effect of Textual Enhancement Types on EFL Learners’ Grammatical Awareness of Simple and Complex Structures
الموضوعات : نشریه زبان و ترجمهLida Javadi 1 , Bahram Bagheri 2
1 - Department of English, Garmsar Branch,Islamic Azad University, Garmsar, Iran
2 - Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
الکلمات المفتاحية: input enhancement, Grammatical awareness, Simple and complex structures, Textual en-hancement,
ملخص المقالة :
The purpose of this study was to investigate the effect of textual enhancement types on English as Foreign Language ( EFL ) learn er s ’ grammatical awareness of simple and complex structures. A nu m- ber of 104 learners from Ayandegan Institute, in Tehran, participated in this study. To homogenize the samples, the researchers administered a placement Michigan Test of English language to the pa r- ticipants . The participants were then divided into four groups, two experimental groups and t wo co n- trol groups. The two experimental groups went through enhanced forms of the texts containing si m- ple and complex structures, while the two control groups experienced unenhanced forms of the texts containing simple and complex structures. Before and af ter the treatment, a pretest and a posttest were run and the two reading texts with enhanced and unenhanced versions were used. The f indings showed that the textual enhancement had significant effect on learners’ grammatical awareness of simple and complex structures. There was also a significant difference between male and females’ scores in simple and complex structures.
Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt, (Ed.), Attention and awareness in second language acquisition (pp. 259-99). Honolulu: University of Hawaii Press.
Allwright, C. (1984). Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension. The Modern Language Journal, 89(1), 37–53.
Bardovi-Harlig, K. (2002). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition, 24(2), 189-198.
Chalker, T. S., & Weiner, M. (1994). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady and T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174-200). Cambridge: Cambridge University Press.
Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114–38). Cambridge: Cambridge University Press.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford:
Oxford University Press.
Gascoigne, C. (2006). Explicit input enhancement: effects on target and non-target aspects of second language acquisition. Foreign Language Annals, 39(4), 551–64.
Han, Z., Park, E., & Combs, C. (2008). Textual Enhancement of Input: Issues and Possibilities. Applied Linguistics, 29(4), 597–618.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24(4), 541–77.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt, (Ed.), Attention and awareness in foreign language learning. Honolulu (pp. 182–209). Honolulu: University of Hawaii Press,
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(1), 75–86.
Leow, R. (1997). The effects of input enhancement and text length on adult L readers’ comprehension and intake in second language acquisition. Applied Language Learning, 82, 151–82.
Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84, 496–509.
Lee, S., & Huang, H. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307–331.
Long, M. (2000). Focus on form in task based language teaching. In R. Lambert & E. Shohamy, (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton(pp. 179–191). Cambridge: Cambridge University Press.
Long , M., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds,) Focus on form in classroom second language acquisition (pp. 16-41). Cambridge: Cambridge University Press.
Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57(1), 87–118.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.
Prabhu, P. L. (1987). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121–133.
Richards, J. C. & Rodgers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different
types of language information for the L2 learner. Second Language Research, 72, 118–32.
Sharwood Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15, 165–79.
Sweller, J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12(2), 257–85.
VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood: Ablex.
