The Impact of Structured Input-based Tasks on L2 Learners’ Grammar Learning

International Journal of Foreign Language Teaching and Research

مقاله 4، دوره 4، شماره 13، شهریور 2016، صفحه 47-57   

نوع مقاله: Research Papers

نویسندگان

Bahram Bagheri^{* 1}؛ Afsaneh Bagheri²

¹Assistant Professor, Islamic Azad University, Garmsar Branch

²Islamic Azad University, Garmsar Branch

چکیده

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ grammar learning. The participants were 60 adult learners of English, assigned to two experimental groups and one control group. The two experimental groups were exposed to structured input-based tasks in two types of explicit and implicit information. A pretest-posttest design was employed in order to detect any improvement in participants’ grammar learning. The results revealed that (a) the experimental groups significantly outperformed the control group, (b) participants’ grammar learning significantly improved in both the experimental groups, (c) structured input-based tasks with explicit information was significantly superior to structured input-based tasks without explicit information.

کلیدواژه‌ها

Task-based language teaching؛ structured input-based tasks؛ explicit information؛ Grammar learning