چکیده:
The present study was planned to investigate the
efficiency of explicit teaching and adequacy of the L2
learners' exposure to L2 input in academic contexts in Iran.
The case at hand was the acquisition of referential, quasi and
expletive subject pronouns, as three different types of
obligatory subjects in English. 96 Iranian EFL learners were
selected from two universities in Isfahan. They were
categorized into three groups based on the amount of L2
instruction/ input they had received. Analysis of the
participants’ performance on a grammaticality judgment test
and a translation task revealed that their knowledge of
English obligatory subjects progressed after instruction and
as the years of exposure increased. However, it did not reach
an acceptable rate for learning. The problem was more
prominent for quasi subjects where they performed least
accurately. These results indicate that the kind of instruction
on obligatory subjects is not efficient enough to affect the
learning process. It is concluded that certain properties of L2
require more elaborate instructional techniques to achieve a
higher rate of effectiveness in our teaching EFL setting.
خلاصه ماشینی:
"Among all such cases, the acquisition of "obligatory/null subjects" is one of the most studied topics in the grammar acquisition literature (Liceras, 1989; Tsimpli & Roussou, 1991; Platt, 1993; Boe, 1996; Ayoun, 2000; Gurel, 2006; Khalili Sabet, 2006; Belletti, Bennati & Sorace, 2007).
Mean and range of scores (%) on obligatory quasi subjects in the GJT and TT (View the image of this page) As shown in Table (2) as well as figure (2), the poor performance of the first group is due to their accepting ungrammatical sentences about 90% of the time which has resulted in 10% accuracy rate for these items.
Mean and range of scores (%) on obligatory expletive subjects in the GJT and TT (View the image of this page) Table (3) shows that before instruction and academic exposure to L2 input the first group performed 49% accurately on the GJT.
Regarding the general performance on the GJT obligatory expletive subject items, the results of a one-way ANOVA conducted on the scores indicated significant differences between the groups (F= 30.
5. Conclusion This study, eliciting the cross-sectional performance Persian learners of English examined the efficiency and the adequacy of the explicit instruction of and the L2 input exposure to English obligatory subject pronouns in academic contexts in Iran.
Overall, what we found was that the results obtained using a GJT and a TT with L1 Persian learners of L2 English are compatible with the idea that explicit grammar instructions and L2 input exposure are effective but not efficient and adequate enough for the L2 learners to acquire those grammatical properties which are absent in their native language or at least different from their L1 grammatical properties."