THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY

Asghar Salimi; Sevda Sadighi Rad

doi:10.18768/ijaedu.280564

EN

THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY

Abstract

Some second language acquisition researchers argue that the way the instructors provide form focused instructions is of great significance in SLA development. The aim of the present study was to investigate whether intensive and extensive form-focused instruction would be useful for Iranian EFL learners’ written task accuracy. To accomplish the purpose of this quasi-experimental study, 60 female elementary learners in four intact classes were randomly selected as, the control group (n=15), intensive focus on form group (n=15), extensive focus on form group (n=15), and traditional (PPP) group (n=15). All groups participated in 17 sessions of telling reading summary task. The intensive group received feedback on simple past tense errors only. The extensive group received feedback on all kinds of errors including grammatical, pronunciation and lexical errors. The PPP group was based on traditional method of presenting, practicing and producing and the control group didn’t receive any feedback on errors. To collect written data from the participants, a narrative task was employed. The written data was quantified regarding the accuracy measure introduced by Ellis (2012). The results of statistical analysis revealed that all form focused groups significantly outperformed the control group. It can also be concluded that the intensive focus on form was more effective in improving Iranian learners’ written accuracy.

Keywords

focus on form,focus on forms,intensive focus on form,extensive focus on form,accuracy

References

Bichener, J., Young, Y. and Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
Bitchener, J. and Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research 12 (3), 409-431.
Chandler, J. (2003). The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Student Writing. Journal of Second Language Writing, 12, 267-296.
http://dx.doi.org/10.1016/S10603743(03)00038-9
Doughty, C. and Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1999). Input-based approaches to teaching grammar: A review of classroom-oriented research. Annual Review of Applied Linguistics, 19, 64-80.
Ellis, R. (2001a). Investigating form-focused instruction. Language Learning 51, Supplement 1, 1-46.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (Ed.) (2005). Planning and task performance in a second language. Amsterdam: John Benjamins.
Ellis, R. (2008). Typology of written corrective feedback. ELT Journal; doi: 10. 1093/elt/ccn023.
Ellis, R. (2012). Language teaching research and language pedagogy. Wiley-Blackwell, Sussex.
Farahani, A. K. and Sarkhosh, M. (2012). Do different textual enhancement formats have different effects on the intake of English subjunctive mood? Theory and Practice in Language Studies, 2(4), 688-698.
Farrokhi, F. and Sattarpour, S. (2011). The Effects of Focused and Unfocused Written Corrective Feedback on Grammatical Accuracy of Iranian EFL Learners. Theory and Practice in Language Studies, 1(12), 1797-1803.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: a response to Truscott (1996). Journal of Second Language Writing, 8, 1-10.
Karimi, M. and Fotovatnia, Z. (2012). The Effects of focused vs. Unfocused Written Teacher Correction on the Grammatical Accuracy of Iranian EFL Undergraduates. The Asian EFL journal, 62, 117-141.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second language writing skills. Modern Language Journal, 75, 305-313.
Khatib, M. and Alizadeh, M. (2012). Output tasks, noticing, and learning: Teaching English past tense to Iranian EFL learners. English Language Teaching, 5(4), 173-186.
Krashen, S.D. (1985). The input hypothesis. London: Longman.
Long, M.H., (1991). Focus on form: A design feature in language teaching methodology. In: K. de Bot, R. Grinberg & C. kramsch, (Eds.), Foreign Language Research in Crosscultural Perspective (pp: 39-52). Amsterdam: John Benjamins.
Long, M. H. (1996). The role of linguistic environment in second language acquisition. In: W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York:Academic Press.
Rahimpour, M. and Salimi, A. (2010). The impact of explicit instruction on foreign language learners' performance. Procedia- Social and Behavioral Sciences, 2, 1740-1746.
Rahimpour, M. , Salimi, A. and Farrokhi, F. (2012). The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy. Theory and Practice in Language Studies, 2(11), 2277-2283.
Rouhi, A. and Samiei, M. (2010). The Effects of Focused and Unfocused indirect Written Corrective Feedback on Grammatical Accuracy of Iranian EFL Learner. Social Science, 5(6), 481-485.
Saeb, F. (2014). The Effects of Focused and Unfocused Written Corrective Feedback on The Grammatical Accuracy of Beginner EFL Learners. International Journal of Applied Linguistics & English Literature, 3(2), 22-26.
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11, 129-158.
Schmidt, R. (2001). Attention. In: P. Robinson, (Ed.), Cognition and second language instruction (pp: 3-32). Cambridge: Cambridge University Press.
Sheen, Y. (2007). The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles. TESOL Quarterly, 41, 255-283.
Sheppard, K. (1992). Two feedback types: do they make a difference? RELC Journal, 23, 103- 110.
Swain, M. (1995). Three Functions of Output in Second Language Learning. In: G.Cook & B. Seidhofer (Eds.), For H.G. Widdowson: Principles and practice in the study of language (pp. 125-144). Oxford: Oxford University Press.
Swain, M. (1998). Focus on form through conscious reflection. In: C. Doughty & J. Williams, (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning, 46, 327-369.
http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, J. (2007). The Effect of Error Correction on Learners' Ability to Write Accurately. Journal of Second Language Writing, 16, 255-272.
http://dx.doi.org/10.1016/j.jslw.2007.06.003

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Asghar Salimi
Iran

Sevda Sadighi Rad
Iran

Publication Date

December 9, 2016

Submission Date

December 23, 2016

Acceptance Date

-

Published in Issue

Year 1970 Volume: 2 Number: 6

DOI

https://doi.org/10.18768/ijaedu.280564

IZ

https://izlik.org/JA73AR27DE

Cite

RIS / Bibtex

EndNote

Salimi A, Sadighi Rad S (December 1, 2016) THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY. IJAEDU- International E-Journal of Advances in Education 2 6 365–373.

THE APPLICATION OF INTENSIVE AND EXTENSIVE TASK-BASED FORM-FOCUSED VS. TASK-SUPPORTED INSTRUCTION ON EFL LEARNERS’ WRITTEN TASK ACCURACY

Abstract

Keywords

Öz

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite