The Efficacy of Audio Input Flooding Tasks on Learning Grammar: Uptake of Present Tense

Subject Areas : All areas of language and translation

Majid Mirzapoor ¹ , Hamed Barjesteh ²

1 - Islamic Azad auniversity Ayatoolah Amoli branch
2 - Department of English Language Teaching, Islamic Azad UniversityAyatollah Amoli Branch, Mazandaran, Iran

Received: 2017-06-22 Accepted : 2017-12-24 Published : 2017-10-01

Keywords:

References:

Al-Mekhlafi,  A. M., & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context.  International Journal of Instruction, 4 (2), 33-42.

AsadiAmirabadi, Y., Biria, R., & Sedaghat, A. (2014). Efficacy of input flood vs. input enhancement in the learning and long term retention of conditionals by intermediate Iranian EFL students. IJLLALW, 7 (3), 562-575.

Brown, D. (2010).  Principles of Language Teaching and Learning. London: Longman.

Farhady, H., Jafarpour, A., & Birjandi, P. (1994). Language Testing: Theory and Practice. Tehran: SAMT.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.

 Larsen-Freeman, D. (2000). The grammar of choice. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 103-119). Mahwah, N.J.: L. Erlbaum Associates. 

Loewen, S., Erlam, R., & Ellis, R. (2009). The incidental acquisition of third person -s as implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning and teaching (pp. 262-280). Bristol, England: Multilingual Matters.

Mahvelat, E. H., & Mukundun, J. (2012). The role of cognitive style in the collocational knowledge development of Iranian EFL learners through input flood treatment. English Language Teaching, 5 (10), 105-118.

Mihara, K. (2015). Effects of phonological input as a pre-listening activity on vocabulary learning and L2 listening comprehension test performance. TESL-EJ, 19 (2), 19-30.

Morelli, J. A. (2003). Ninth Graders’ Attitudes toward Different Approaches to Grammar Instruction. Unpublished Dissertation. The Graduate School of Education, Fordham University, New York.

Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York, NY: Routledge.

Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communic ative activities in EFL classroom. System, 30, 85-105. doi: 10.1016/S0346-251X(01)00050-1.

Rikhtegar, O., & Gholami, M. (2015). The effects of pre- versus post presentation input flooding via reading on the young Iranian EFL learners’ acquisition of simple past tense. English Language Teaching 8 (3), 80-88.

Richards, J. C. (2012). Basic Tactics for Listening. Oxford: OUP

Schmidt, R. (1994). Deconstructing consciousness in search for useful definitions for applied linguistics. AILA Review, 11, 11-26. doi: 10.12691/education-3-9-5.

Seyedtajeddinni, K. (2014). The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels. Procedia - Social and Behavioral Sciences, 98, 1706 – 1712. doi: 10.1016/j.sbspro.2014.03.59

Sharwood Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-179. doi: 10.1017/S0272263100011943

Trahey, M. (1996). Positive evidence in second language acquisition: Some long term effects. Second language research, 12(2), 111-139.

 doi:10.1177/026765839601200201

Trahey, M., & White, L. (2008). Positive evidence and preemption in the second language classroom. Studies in Second Language Acquisition, 15(2), 181-204. doi:10.1017/S0272263100011955

Widdowson, H. G. (1990). Grammar and nonsense and learning. In H. G. Widdowson, Aspects of language teaching (pp. 79-98). Oxford: Oxford University Press.