Due to the crucial role of learning styles in language learning, this study aimed at investigating whether different learning styles play a role in a grammar classroom taught based on a preemptive students studying in a state pre-university center were selected as the sample of the study. After determining their learning styles based on Paragon Learning Style Inventory, all of them were taught a grammatical structure based on focus-on-form instruction. The results of the study revealed that the difference in the participants' language performance due to the effect of their learning styles and focus-on-form instruction they received was not statisti-Key words: focus-on-forms, preemptive focus-on-form, learning style, grammar teaching El efecto del estilo de aprendizaje en el rendimiento de estudiantes en una instruccion que previene el enfoque-en-la-forma RESUMEN: Debido al papel crucial de los estilos de aprendizaje en el aprendizaje de idiomas, este estudio se propuso investigar si los diferentes estilos de aprendizaje juegan un papel en clases de gramática enseñada con base en una instrucción que prevenga el enfoque-enla-forma. Para alcanzar este objetivo, 65 alumnas que estudian en un centro pre-universitario estatal participaron en este estudio. Después de determinar sus estilos de aprendizaje basados en Paragon Learning Style Inventory, a todas ellas se les enseñó una estructura gramatical basada en la instrucción enfocada-en-la-forma. Los resultados del estudio revelaron que no efecto de los diferentes estilos de aprendizaje y una enseñanza enfocada-en-la-forma. Palabras clave: enfoque en las formas, el enfoque preventivo en la forma, estilo de aprendizaje, enseñanza de la gramática
This study tested the hypothesis of the superiority of meaningful drills over mechanical drills in teaching comparative and superlative adjectives to high school students. A convenience sample of 84 male high school freshmen took part in this study. They were matched based on their pre-test scores and constituted the control and experimental groups, 42 in each group. The participants in the control group received mechanical drills while their counterparts in the experimental group received meaningful drills for presentation and practice of intended grammatical points. One week later, both groups took a post-test containing 20 multiple-choice items under two categories of mechanical and meaningful subscales. The results of the independent samples t-test revealed a statistically significant difference between the groups, t (82) =-2.53, p = .013, indicating that meaningful drills resulted in better achievement than mechanical drills. The results of the paired-sample t-test also showed that those learners who received mechanical drills performed poorly on meaningful subscale of the post-test, t (41) = 3.35, p = .002, while for those who received meaningful drills no significant difference was observed between their performances on the mechanical and meaningful subscales , t (41) =-1.31, p = .19. Based on the results, it is concluded that inserting meaning into form realized in meaningful drills not only has no extra burden on EFL learners but also results in better acquisition of linguistic forms.
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