Do Different Textual Enhancement Formats Have Differential Effects on the Intake of English Subjunctive Mood?

Farahani, Aliakbar Khomeijani; Sarkhosh, Mehdi

doi:10.4304/tpls.2.4.688-698

Cited by 4 publications

(9 citation statements)

References 27 publications

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“…Therefor intensive focus on form was more effective than extensive focus on form. The findings of the study are in line with the findings of Chandler (2003), Farrokhi and Sattarpour (2012), Farahani and Sarkhosh (2012) and Rahimpour et al (2012) who found that intensive groups achieved highest rate of accuracy in their studies. However the findings of the present study ran against the findings of Saeb (2013) and Rouhi & Samiei (2010) who found that the degree of attention to form in written CF didn't have differential effect on learners' grammatical accuracy.…”

Section: Discussionsupporting

confidence: 91%

“…The results of this study revealed that learners who received intensive form-focused instruction outperformed those who received extensive fromfocused instruction. Farahani and Sarkhosh (2012) investigated the effect of different formats of textual enhancement on 101 female EFL learners' intake of English conditional type II. The results indicated that intensive underlining format was more effective to induce the intake of target form.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The incentive to this study was found in the inconsistent results; since some researchers believed intensive error correction to be more effective in enhancing learners' grammatical accuracy (Farrokhi and Sattarpour (2012), Farahani and Sarkhosh (2012)) and some others found that learners' benefit equally from both intensive and extensive types of error correction (Rouhi & Samiei (2010), Saeb (2013)). On the other hand most researchers used tests as means of data collection and there seems to be a gap in literature regarding the effects of form-focused instruction on learners' task performance.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The Application of Intensive and Extensive Task-Based Form-Focused vs. Task-Supported Instruction on Efl Learners’ Written Task Accuracy

Salimi¹,

Rad²

2016

IJAEDU- International E-Journal of Advances in Education

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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.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The Application of Intensive and Extensive Task-Based Form-Focused vs. Task-Supported Instruction on Efl Learners’ Written Task Accuracy

Salimi¹,

Rad²

2016

IJAEDU- International E-Journal of Advances in Education

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“…Therefore, one way to enhance noticing is through textual/visual Input-enhancement the main function of which is to draw learners' attention to linguistic forms by changing or modifying the physical appearance of target teaching points (Farahani & Sarkhosh, 2012). Write and Haleem (1991) consider visual material as one of the most important aspects of language teaching, but voice this concern that majority of teachers even experienced ones do not utilize visual materials to make their teaching more effective, communicative and interesting.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Input enhancement aims at drawing learners' attention to linguistic form by modifying the appearance of target structure (Farahani & Sarkhosh, 2012). It is believed that external manipulation of input can influence intake and learning (Rashtchi & Gharanli, 2010).…”

Section: Introductionmentioning

confidence: 99%

Second Language Vocabulary Learning Through Visual and Textual Representation

Mashhadi

Jamalifar

2015

Procedia - Social and Behavioral Sciences

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a F aculty of foreign L anguages, Islamic A zad U niversity Isfahan (K horasgan) B ranch, U niversity B olvard,A rqavanieh,J ey S harqi street,Isfahan,81551-39998,Iran b Young Researchers' and Elite Club, Islamic A zad U niversity Isfahan (K horasgan) B ranch, U niversity B olvard,A rqavanieh,J ey S harqi street, AbstractVocabulary functions as an existential foundation for language. Furthermore, vocabulary learning is one of the most problematic fields in second language learning. It has attracted cynosure of a wealth of studies in recent years. However, the fact that majority of Iranian second language (L2) learners have learnt English through traditional methods has compounded the problem. To arrive at a better understanding of this problem, this study compared the effect of visual cues versus textual input-enhancement on vocabulary learning of Iranian intermediate EFL learners. A predominantly quantitative approach, along with a quasi-experimental design, was used. 90 EFL learners were selected and, following a pre-test, were randomly assigned to two experimental groups (visual cues and textual input-enhancement) and a control group. After the treatment, a posttest was administered for all groups. Thorough analysis of the data obtained using paired t-test and one-way ANOVA, it was indicated that visual cues have a significant impact on vocabulary learning of Iranian intermediate EFL learners.

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Different Textual Enhancement Formats and the Intake of English Past Simple Tense

Sarboland¹

2012

IJL

Self Cite

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The present study investigated the differential effect of different textual enhancement (TE) formats on the intake of English past simple tense. There were 156 male pre-intermediate learners of English. A reading comprehension text was distributed among four experimental and one control group. The target structure was enhanced differently for four experimental groups but for the control group there was no enhancement. The last experimental format was created by the present researchers to investigate its effect on the noticing of the target form. ANOVA analysis and Scheffe post hoc test were applied to analyze the data. Final results divulged that underline and bold TE formats were more effective in bringing about the noticing and intake of the target structure. However, choice TE format did not prove to be effective. The findings indicated that the different types of TE had differential effect on the noticing and intake of the English past simple tense.

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Do Different Textual Enhancement Formats Have Differential Effects on the Intake of English Subjunctive Mood?

Abstract: Abstract-This

Cited by 4 publications

References 27 publications

The Application of Intensive and Extensive Task-Based Form-Focused vs. Task-Supported Instruction on Efl Learners’ Written Task Accuracy

The Application of Intensive and Extensive Task-Based Form-Focused vs. Task-Supported Instruction on Efl Learners’ Written Task Accuracy

Second Language Vocabulary Learning Through Visual and Textual Representation

Different Textual Enhancement Formats and the Intake of English Past Simple Tense

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