The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners
محورهای موضوعی : language teaching
سمیرا بوستان سعدی
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
مهناز سعیدی
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
کلید واژه: Focus on Form, grammar, Input-enhancement, output-based instruction,
چکیده مقاله :
This quasi-experimental study investigated the effects of input-enhancement and production of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners. Sixty male students in three input, output, and control groups participated in the study. After checking the homogeneity of the participants with a proficiency test, the researchers administered a pretest. Input-based group received input enhancement within reading texts in which the target structures were highlighted with different techniques such as bolding and underlying. The output-based group were required to produce some sentences including target structures based on reading texts. The control group received traditional grammar instruction. The results of ANCOVA revealed that both experimental groups learned the target structures better than the control group; however, the input-based group outperformed output-based group in learning target grammatical structures. The findings of the study suggest the widespread use of input-enhancement, as one of the techniques of focus on form, plays a significant role in enhancing grammatical accuracy.
این تحقیق شبه آزمایشی تاثیرات افزایش درون داد و تولید جمله شامل ساختارهای زبان مقصد روی یادگیری قواعد زبان آموزان در سطح متوسطه را بررسی میکند. تعداد شصت دانش آموز در سه گروه درون داد، برون داد، و کنترل شرکت کردند. بعد از بررسی همگن بودن شرکت کنندگان با آموزن مهارت، محققان یک پس آزمون برگزار کردند. گروه درون داد، افزایش درون داد را داخل متونی که شامل ساختارهای زبان مقصد با تکنیکهای مختلف از قبیل پررنگ سازی و خط کشیدن بودند، دریافت کردند. گروه برون داد ملزم به ساخت جملاتی بودند که بر اساس متون داده شده شامل ساختارهای زبان مقصد بودند. گروه کنترل قواعد و ساختارهای زبان مقصد را به صورت سنتی آموزش دیدند. نتایج بدست آمده نشان داد که دو گروه تجربی ساختارهای زبان مقصد را بهتر از گروه کنترل یاد گرفتند، گرچه گروه درون داد در یادگیری قواعد زبان مقصد بهتراز گروه برون داد عمل کرد. یافته های این تحقیق استفاده وسیع از افزایش درون داد در بالا بردن یادگیری قواعد زبان دوم را پیشنهاد میدهد.
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