چکیده:
The present study was an attempt to investigate the effects of consciousness–raising tasks and input enrichment tasks on learners’ grammar acquisition. To this purpose, two intact groups
(number of each was 17) were chosen. One group was considered as the experimental group and the second group was considered as the control group of the study. Some grammatical features were taught through consciousness–raising tasks to the experimental group and the control group was taught the grammatical structures through input enrichment tasks. The results of statistical procedures and Independent pair T-test showed no significant difference between the means of the groups. The findings support the arguments regarding the importance of both tactics in grammar learning but they had different impacts on learners. Consciousness-raising involves an attempt to equip the learners with declarative or explicit knowledge. Input enrichment task equipped learners with procedural or implicit knowledge. The researchers suggested other researchers and teachers applying these approaches in order to promote learners’ grammar and to achieve further findings.
خلاصه ماشینی:
Input Enrichment Tasks on Iranian EFL Learners’ Grammar Acquisition Abbas Badri Eyle zoleh1*, Golnaz Badri2, Maryam Badri3 1-English language department, Payame nour University, Kangavr, Iran 2,3-Alzahra high school, Kangavar, Iran *Badri5678@gmail.
Engaging learners in tasks provides a better context for the activation of learning processes than formal grammar teaching (Richards & Rodgers, 1986, P.
Lee (2000) believes that a task is (1) a classroom activity or exercise that has: (a) an objective obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange; (2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of work plans'.
Bygate, Skehan, and Swain (2001) consider a task as 'an activity, which requires learners to use language, with emphasis on meaning to attain an objective' (as cited in Ellis, 2003, p.
1-6- Research question The present study aimed to answer the following question: 1- Does a consciousness-raising task have any significant effects on learners' grammar acquisition?
HA: A consciousness-raising task does not have any significant effects on learners' grammar acquisition.
After selecting the whole population (N=136), Oxford Placement Test was administered by the researchers and based on the results of the test, two groups (Number of each was 17) whose scores were one standard deviation above or below the population mean were selected as target subjects for the study.
Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing.