The Impact of Explicit and Implicit Recasts on the Grammatical Accuracy of Iranian EFL Learners’ Writing Performance
محورهای موضوعی : language teachingسعیده آهنگری 1 , Farhad Golpour 2
1 - عضو هئیت علمی
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: Grammar Enhancement, Implicit Recast, Explicit Recast,
چکیده مقاله :
The present study aimed at investigating the effects of explicit and implicit recasts on Iranian EFL learners' acquisition of English relative clauses. For this purpose, 64 participants were selected out of 94 intermediate level EFL learners at Falagh language Institute, Rasht, Iran. To have homogenized groups, the researcher administered a language proficiency test (TOEFL). Then, the researchers assigned them randomly to the explicit recast group, implicit recast group, and control group. They carried out some information gap tasks within four sessions. One group received explicit recast, the other group received implicit recast and the control one got no corrective feedback, for the target linguistic errors during the task performance. A grammatical judgment test was applied as the pretest and immediate posttest. The results of a paired-samples t-test and analyses of variance (ANOVA) showed that the scores of all three groups improved significantly overtime. However, the explicit recast group did significantly better than both the control group and the implicit recast group. The results of the study were elaborated in terms of counterbalance hypothesis and noticing hypothesis. The superiority of explicit recast implied a beneficial role for negative evidence in SLA and that explicit recast was a better choice than implicit recast in the L2 classroom.
هدف این تحقیق بررسی اثر اصلاح صریح و ضمنی اشکالات بر یادگیری نگارش فراگیران ایرانی در حال یادگیری زبان خارجی میباشد .بدین منظور 64 شرکت کننده از 94 زبان آموز سطوح میانی موسسه زبان فلق رشت انتخاب شدند .جهت سنجش همگن بودنشان، از آنها امتحان تافل گرفته شد. سپس آنها بطور تصادفی در یکی از سه گروه اصلاح صریح ، اصلاح ضمنی و گروه شاهد قرار داده شدند. در طی چهار جلسه انها همراه با محقق فعالیتهای بر پایه شکاف اطلاعاتی را انجام دادند. هنگام ارتکاب اشکالات ساختاری یک گروه توسط محقق اصلاح صریح دریافت کرد،گروه دیگر اصلاح ضمنی دریافت کرد و گروه شاهد اصلاحی دریافت نکرد. آزمون قضاوت دستوری بعنوان پیش آزمون و پس آزمون فوری استفاده شد. نتایج آزمون تی زوج و تحلیل واریانس نشان داد که نمره هر سه گروه در طی این مدت افزایش یافته است، هرچند گروه اصلاح صریح عملکردش بطور قابل ملاحظه ای بهتر از گروه شاهد و اصلاح ضمنی بود. تفاوت بین گروه شاهد و اصلاح ضمنی معنی دار نبود. نتیجه این تحقیق باتوجه به فرضیه های تعادل و توجه قابل توجیه می باشد. برتری اصلاح ضمنی نشان دهنده نقش مفید شواهد منفی در آموزش زبان است وبرای کلاس درس اصلاح صریح در مقابل اصلاح ضمنی گزینه بهتری می باشد.
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