چکیده:
This study set out to explore whether different input enhancement tasks as implicitinstruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners. For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consciousness- raising tasks (GCR, n= 22), sequential textual enhancement (TE, n= 28), and control group (CON, n= 25) that received reading comprehension passages totally free from the target structure. A grammaticality judgment test was used as the pre and posttest in order to measure the participants’ intake. Results revealed that the learners in GCR group had significantly better intake of the target structure than those in the TE group, while control group made no gain. The findings cast doubt on the usefulness of focusing on form before focusing on meaning.
خلاصه ماشینی:
"7. 10 Abstract This study set out to explore whether different input enhancement tasks as implicitinstruction techniques had any significant impact on the intake of causative verbs in English as a foreign language among Iranian EFL learners.
For this purpose, three intact classes consisting of 75 male and female intermediate L2 learners were randomly divided into three conditions: simultaneous grammar consciousness- raising tasks (GCR, n= 22), sequential textual enhancement (TE, n= 28), and control group (CON, n= 25) that received reading comprehension passages totally free from the target structure.
input enhancement; textual enhancement; grammar consciousness- raising; intake; input-based instruction Introduction The importance of the role of input in second language acquisition has been the focus of attention for decades.
Input enhancement in second language acquisition has been dealt with in investigations of focus-on-form instruction by many researchers who have attempted to experimentally manipulate input in a variety of ways (Alanen, 1995; Doughty, 1991; Izumi, 2003; Leow, 1997, Lyddon, 2011; Reinders& Ellis, 2009; 2002; Sarkhosh&Sarboland, 2012; White, 1998; Wong, 2003).
In another study, Lee (2007) compared the roles of visual input enhancement (VIE) and input flooding in adult second language learners’ acquisition and comprehension of English passives and found that VIE could support the learning of the target forms while having unfavorable effects on meaning comprehension.
Do different input enhancement techniques, namely, sequential textual enhancement and simultaneous grammar consciousness- raising tasks, have significantly differential effect on the intake of English causative structures?"