Differential Impact of Sequential and Simultaneous Input Enhancement on Iranian EFL Learners’ Intake

Journal of English Language Pedagogy and Practice

مقاله 6، دوره 7، شماره 14، مرداد 2014، صفحه 83-101   

نوع مقاله: Research Paper

نویسندگان

Mehri Jalali^{* 1}؛ Manoochehr Jafarigohar²

¹Assistant Professor, Department of Foreign Languages, Farhangian University, Tehran, Iran

²Department of Foreign Languages and Linguistics, Payame Noor University, Tehran, Iran

چکیده

This study set out to explore whether different input enhancement tasks as implicit instruction 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. 

کلیدواژه‌ها

input enhancement؛ textual enhancement؛ grammar consciousness-raising؛ intake؛ input-based instruction

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