The Effect of Intensive Planned Focus on Form on the Implicit L2 Knowledge of Iranian EFL Learners (Research Article)

Document Type : Research Paper

Author

Imam Khomeini International University

10.22034/elt.2021.44074.2339

Abstract

Attention to form in input now seems to have found its way into second language acquisition (SLA), and it is recommended that language learners’ consciousness be raised for language learning to occur and become intake. Input enhancement and output have received considerable attention in recent SLA as two attention-drawing devices. In the present study, we chose visual input enhancement to examine its effect on noticing and acquisition. To that end, two classes were randomly assigned to experimental and control groups. Both groups were exposed to ten different short stories for ten sessions for five weeks, but the type of exposure was different for each group. The English third person singular was highlighted for the experimental group through formatting techniques such as underlining, italicizing, and capitalising. Language learners in the experimental group were supposed to answer the questions following each short story and write a summary for it. Both groups were post tested one week after the treatment on both Noticing Test and a Written Production Test. The results of two independent t-tests showed the superiority of experimental group over the control group in noticing and learning the third person singular. Implications of the findings are discussed.

Keywords

Main Subjects


Article Title [فارسی]

تأثیر روش ارتباطی فشرده بر روی یادگیری دانش نهفته ی زبان دوم در بین زبان آموزان ایرانی

Author [فارسی]

  • رجب اسفندیاری
دانشیار گروه زبان انگلیسی، دانشگاه قزوین، قزوین، ایران.
Abstract [فارسی]

دیر زمانی است که روش‌های ارتباطی فشرده جایگاه خود را در یادگیری زبان دوم پیدا کرده‌اند. توصیه موکد بر این است که زبان‌آموزان نسبت به‌ فرم‌های زبانی آگاهی پیدا کنند تا زبان‌آموزی اتفاق افتد. برجسته‌سازی متن و برون داد روش‌هایی هستند که اخیرا نظر پژوهشگران را به خود جلب کرده‌اند. در مطالعه حاضر، نویسنده از روش برجسته-سازی متن استفاده کرده است تا تأثیر آن را برروی متوجه شدن و یادگیری دانش نهفته‌ی زبان دوم در بین زبان‌آموزان ایرانی بررسی کند. به‌همین منظور، دو گروه آزمایش و گواه انتخاب شدند. در گروه آزمایش، ده داستان کوتاه به‌مدت ده جلسه در اختیار زبان‌آموزان قرار گرفت تا و از آن‌ها خواسته شد تا هر داستان را با‌دقت بخوانند، به سوالات جواب بدهند، و خلاصه‌ای از داستان بنویسند. تمام افعال اصلی در این ده داستان در زمان حال ساده با‌استفاده از روش‌هایی مثل درشت‌نمایی، خط کشیدن، و حروف بزرگ مشخص شدند. در گروه گواه، زبان‌آموزان فقط با این ده داستان آشنا شدند بدون اینکه کار دیگری انجام بدهند. داده‌ها با استفاده از دو آزمون تی مستقل در نرم‌افزار SPSS نسخه 23 مورد تحلیل قرار گرفت. نتایج تحلیل آماری مشخص کرد که گروه آزمایش عملکر بهتری در متوجه شدن و یادگیری دانش نهفته‌ی زبان دوم داشتند. کابردهای آموزشی نتایج مطالعه مورد بحث و بررسی قرار می‌گیند.

Keywords [فارسی]

  • داده
  • درونبرد
  • روش تعاملی فشرده
  • متوجه شدن

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