Does Intensive versus Extensive Textual Enhancement Affect L2 Development?
الموضوعات : Journal of Studies in Learning and Teaching English
Farzaneh Bahadori
1
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Bavali
2
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Javad Riasati
3
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Samad Mirza Suzani
4
(Department of Foreign Languages, Marvdasht Branch, Islamic Azad University)
الکلمات المفتاحية: intensive and extensive training, textual enhancements, education, L2 grammar and vocabulary,
ملخص المقالة :
Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive TEs on grammatical and lexical growth in L2 (English as a Second Language). A quasi-experimental design was applied on 61 ESL students in three intermediate groups. They were divided into two experimental groups, including an intensive TE group and an extensive TE group, and a control group to join five treatment sessions. An Oxford test was first applied, followed by an oral and a written test as the pretest. Similar versions of the oral and written tests were used as the posttest. The findings of ANOVA demonstrated a facilitative effect for intensive TEs on L2 learning. The Tukey's post hoc results showed that the intensive TE group outperformed the extensive TE group and the control group in both tests. The findings provide a deep insight of the teaching methodologies to the educational community. Prospective teachers can also consolidate their knowledge by an accurate insight into the right approach within the relevant context.
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