چکیده:
This quasi-experimental study examined the effects of input-based، meaning-based output (MO) and traditional instruction (TI) on EFL learners’ grammar learning. To this end، 120 junior high school students were selected from 4 intact classes. Each class was assigned to an instructional condition، that is، textual enhancement (TE)، input flood (IF)، MO، and TI. Before the treatment، a multiple-choice grammar test (MCGT) and a written production test (WPT) were administered to assess the participants’ knowledge of the L2 structures (i.e.، past simple and future simple tense). One week after the last treatment session، the MCGT and WPT were administered again. Scores were analyzed through one-way ANCOVA and Fisher’s LSD post-hoc tests. Results revealed that the participants in the input-based instruction groups (TE and IF) outperformed those in the MO and TI groups. Implications arising from these findings are also explained. Keywords
خلاصه ماشینی:
A Comparative Study of Effects of Input-Based, Meaning-Based Output, and Traditional Instructions on EFL Learners' Grammar Learning Mehdi Moradi' & Mohammad Taghi Farvardin/ 1 Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran, mehdimoradi88@gmail.
com Received: 01/08/2015 Accepted: 16/03/2016 Abstract This quasi-experimental study examined the effects of input-based, meaning-based output (MO) and traditional instruction (TI) on EFL learners' grammar learning.
On the other hand, there is another input-based instruction technique called IF that aims to facilitate the process of L2 learning through mere high-frequency exposure to L2 (Reinders & Ellis, 2009).
g. , Loewen, Erlam, & Ellis, 2009); second, 102 I RALs, 7(2), Fall 2016 the studies providing evidence for the effectiveness of the input-based over MO instruction (e.
The results of the untimed GJT, multiple-choice grammar (MCG), and written production (WP) tests administered as the pretest, immediate, and delayed posttests revealed that both input-based and MO instructions can lead to the development of L2 knowledge.
The results revealed that both input-based and MO instructions helped the learners improve their receptive knowledge of grammar effectively.
e. , TE and IF), meaning-based output, and traditional instructions have different effects on EFL learners' grammar (i.
As the input-based instruction aims to force L2 learners to process form to get meaning (in this case, learning the English past and future simple tense), no activities were developed where the participants had to produce the L2 grammatical item.
4. Results The present study examined whether the input-based, MO, and TI techniques have different effects on EFL learners' English grammar (i.