چکیده:
The major objective of this experimental research was to assess the differences between two varieties of focus on form instruction, namely proactive and reactive across multimodal vs. traditional input settings in both comprehension and production of modal auxiliaries. The participants of the study were 75 Iranian English as a foreign language (EFL) high school students at the elementary level in three classes. The students in each class took part in a pre-test including both comprehension and production items. Then, they were randomly exposed to one of the three types of grammar instruction, i.e. proactive focus on form in which students were exposed to multimodal input through preplanned techniques of input enhancement and input flood, reactive focus on form in which the tasks occurred in multimodal episodes including negotiation and correction by the instructor through recasts, clarification requests, and repetition techniques. Lastly, in the control group, the students were provided with a pamphlet and their teacher’s explanations. The post-test was then administered to the three groups, and the results were analyzed by conducting a one-way-analysis of covariance (ANCOVA) which revealed a significant difference among these three groups. The results showed that the proactive group outperformed the reactive and control groups both in the comprehension and production of modal auxiliaries. At the end of the experiment, a brief survey which was accomplished through an interview revealed that the majority of the students highly favored PowerPoint presentations, teacher's explanations, and video clips respectively.
خلاصه ماشینی:
ir (View the image of this page) Keywords: Modal auxiliaries, Multimodal input, Proactive focus on form, Reactive focus on form The success of language learning to a large extent depends on multiple sets of abstruse factors; among these factors, the strategy of grammar learning needs to be explored and investigated (Supakorn, Feng, & Limmun, 2018).
Hence, the primary goal of this project is to check whether there is any significant difference between the effect of these two types of focus on form (proactive and reactive) with different input modalities and also in comparison with traditional instruction on EFL learners' comprehension and production of modal auxiliaries.
Moreover, the aim of this experimental project was to examine the effect of two varieties of focus on form instruction, namely proactive and reactive across multimodal versus traditional input settings on Iranian EFL learners' comprehension and production of modal auxiliaries.
e. , proactive and reactive focus on form with multimodal input, and the traditional teaching can significantly enhance the EFL learners' comprehension of modal auxiliaries?
e. , proactive and reactive focus on form with multimodal input, and the traditional teaching can significantly enhance the EFL learners' production of modal auxiliaries?
g. , Bakhshiri & Mohammadi, 2014; Ghelichi, 2017; Keyvanfar & Bakhshiri, 2011; Moghimi & Khalaji, 2015; Rooholamin, Biria & Haghverdi, 2016) whose findings are supportive of the momentous effects of proactive focus on form in developing different second language (View the image of this page) knowledge skills and confirm the superiority of this method over the reactive focus on form.