فهرس المقالات Textual input enhancement

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  1 - The Effects of Explicit vs. Implicit Instruction on Iranian Intermediate EFL Learners’ Acquisition of English Definite and Indefinite Articles
  Nasser Khodaeian Ehsan Rezvani Ahmadreza Lotfi
  The present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, S أکثر

  The present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, Shahreza Branch, whose major was English Translation were selected for the experiment. Then, they were divided into three groups namely, explicit group (EG), implicit group (IG), and control group (CG). The EG received instruction on English articles through two popular grammar books-- namely ‘Essential Grammar in Use’ by Murphy (1998) and ‘Oxford Practice Grammar’ by Eastwood (1999). The second group received instruction on English articles by employing the technique of textual input enhancement. The third group received similar instruction like IG except that English articles were not enhanced for this group. After analyzing the data on pre- and posttests, the results showed that the three groups of EG, IG, and CG improved significantly from pretest to posttests. Moreover, on the posttest, the EG learners significantly outweighed the IG learners, who were in turn found to be significantly better than their counterparts in the CG. The results of this study have several important implications for the classroom practice concerning the controversial issue of teaching English articles. تفاصيل المقالة
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  2 - On the Impact of Two Input-Oriented Techniques and Perceptual Learning Styles on Causative Construction Development: The Case of Iranian Learners of English
  Motahar Tavakoly Gholamreza Kiany Mohammad R. Hashemi
  This study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as أکثر

  This study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as well as the interactional effect of perceptual learning styles and input types on the causative construction development of EFL learners. To this end, 120 female Iranian EFL learners from three language schools in Tehran participated in this research and were divided into two experimental groups of 60. The study adopted a pretest-posttest design and learner’s grammar knowledge was measured before and after providing them with instructional treatment through IM input and TIE techniques. The data were analyzed through a two-way ANOVA. The results of the study indicated that IM input was significantly more effective than TIE in promoting the participants' knowledge of the target structure. The comparison of the posttest means scores also revealed that the VAK style was not an influential factor in second language learners’ target form knowledge, while a significant interaction between input type and learning styles turned out to have a beneficial effect if they synchronize in classrooms. تفاصيل المقالة
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  3 - Textual Enhancement across Linguistic Structures: EFL Learners' Acquisition of English Forms
  Shadab Jabbarpoor Esmaeel Abdollahzadeh
  The benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive أکثر

  The benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive mood and inversion structures-to explore the role of the type of linguistic items in input enhancement studies. It also investigates learners’ trend of development in the acquisition process of these structures. Thirty first year college-level participants were exposed to twelve enhanced texts for subjunctive mood and twelve other texts for inversion structures. The study employed a pretest-posttest-delayed posttest design to explore the effectiveness of instructional treatment in the short term and long term acquisition of the structures. Alongside a pretest and a posttest, three production tests were administered to assess the trend of development in each structure.The results revealed that textual enhancement aided the learning of the target forms. With regard to type of linguistic items, significant benefits of subjunctive mood over inversion structures were found during both short term and long term. This study revealed that textual input enhancement may have differential effects on the acquisition of linguistic forms. Theoretical, methodological, and pedagogical implications are also discussed. تفاصيل المقالة