Abstract:
This longitudinal study investigated the impact of different Frequency Patterns (FP) on the syntactic production of a six-year-old EFL learner in a home context. Target syntactic constructions were presented using games and plays and were traced for their occurrence patterns in input and output. Following each instruction period, the constructions were measured through immediate and delayed oral tests for their effects on the oral production. Instructional and measurement sessions were audio-recorded and transcribed into instruction and measurement corpora. Based on their occurrence rates in input and output, target constructions were categorized into High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO) frequency patterns. Friedman procedure revealed significant differences among the learner‟s production scores of the constructions with varying FPs. Wilcoxon signed-rank test located significant differences between the constructions with LILO and HIHO and those with HILO and HIHO frequency patterns. The study found that HIHO frequency pattern, in comparison, was the most efficient in developing productive acquisition of syntactic constructions by an EFL young learner. That is to say, instructor's input coupled with learner's output in the form of prompted, reformulated or spontaneous language, played a key part in heightening syntactic production of English as a foreign language. The findings can cast more light on the constantly debated issue of Teacher Talk Time (TTT) and Student Talk Time (STT) and it can be concluded that there should be a balance between TTT and STT so as to yield optimal L2 production gains.
Machine summary:
The study found that HIHO frequency pattern, in comparison, was the most efficient in developing productive acquisition of syntactic constructions by an EFL young learner.
The study also looked for efficient Frequency Patterns (FP) leading to the highest syntactic production compared to other FPs. The study was on child EFL learner because some publications on Teaching English to Young Learners AREL 314 Applied Research on English Language, V.
The current study queried if frequency had similar positive effects in home learning and whether varying frequency patterns of syntactic constructions in input and output data resulted in different learning gains by an EFL young learner.
The patterns were measured in AREL The Impact of Different Frequency Patterns on the Syntactic Production of a 6-year-old EFL Home Learner: A Case Study 323 more than one context in order to come up with the ratio of correct use to all uses.
: Construction Detailed information about the syntactic constructions falling into each FP, their frequency scores in input and output and the production gains (immediate scores, delayed scores and total scores) is provided in Table 3: AREL 324 Applied Research on English Language, V.
R: Khodamam, yani chi (child crying) I: Yeah AREL The Impact of Different Frequency Patterns on the Syntactic Production of a 6-year-old EFL Home Learner: A Case Study 337 Yes, give the sweeper, give the sweeper to yourself, to yourself.