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An Investigation of Spoken Output and Intervention Types among Iranian EFL Learners | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 5، شماره 12، اسفند 2013، صفحه 17-41 اصل مقاله (294.26 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Sasan Baleghizadeh* ؛ Arash Saharkhiz | ||
| Shahid Beheshti University, İran. | ||
| چکیده | ||
| This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention as the comparison group and three task-based groups were processing instruction, consciousness-raising, and input enhancement. The interviews and the interactions during the treatments were also analyzed qualitatively. Task-based instruction (TBI) proved significantly more effective than traditional intervention and processing instruction significantly outperformed all others on both posttests. Furthermore, processing instruction was the only task-based intervention to retain its improvement till the delayed posttest. Qualitatively, processing instruction led to true negotiation of meaning and deep-level learning, consciousness-raising led to massive negotiation over the function of the target structure and deep-level learning, input enhancement led to enormous unfocused interaction about meaning, and traditional intervention just led to interaction about the forms. It was concluded that a well-planned processing instruction is a promising intervention for focusing on language form; however, due to the strong points cited for the other two tasks, their roles should not be ignored. | ||
| کلیدواژهها | ||
| input enhancement؛ processing instruction؛ consciousness-raising؛ traditional exercise-based intervention | ||
| مراجع | ||
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