چکیده:
In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field of SLA. Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice. For the purpose of the study, 60 intermediate learners of English were selected and divided into two groups of thirty namely as enhanced and unenhanced. Then, each group was divided into two sub-groups of fifteen as +planning and -planning. The participants were provided with a pretest prior to the treatment, then, they were instructed via the materials chosen for the purpose of the study for ten sessions and at the end they were provided with the posttest of the study. Their performance on the pretest and posttest were analyzed to find out the possible effects of the instruction provided throughout the treatment phase. The results revealed that learners who were exposed to enhanced reading tasks along with strategic pre-task planning time outperformed the other learners. The findings of the present study can be of use for language teachers, syllabus designers, and task designers.
خلاصه ماشینی:
Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice.
There have been a great number of studies on focus of form instruction (Alavinia, Shafaei, & Salimi, 2018; Ellis, 2001, 2008, 2009; Gass, Mackey, & Pica, 1998; Long, 1996; Nassaji, 2009), task-based language teaching (Huang, 2016; Kuhi, Salimi, & Shafaei, 2012; Shafaei, 2012; Shafaei, Salimi, & Talebi, 2013; Skehan & Foster, 1999; Tavakoli & Skehan, 2005; Yuan & Ellis, 2003) as well as input-enhancement (Ellis, N.
However, there was a gap in the literature of SLA with regard to the possible effects of focus on form instruction and input-enhancement strategies along with different types of pre-task planning time on second/foreign language learners' task performance and grammatical development.
This research was an effort to fill the existing gap on the topic of the study and explore the possible impacts of focus on form instruction through textually-enhanced reading tasks along with strategic pre-task planning time as a feature of task-based language teaching on learning English passive voice by EFL learners.
The findings of this study in terms of the effects of textually-enhanced reading tasks along with strategic pre-task planning time on intermediate L2 learners’ grammatical knowledge in terms of learning and using passive voice can be justified in terms of noticing hypothesis, input enhancement, and the ideas of focus on form (FOF) instruction.