pedagogical efficacy of planned vs. unplanned focus on form instruction in scaffolding transitional devices used by iranian efl learners in writing paragraphs

نویسندگان

azizollah dabaghi

elahe ghorbanchian

zahra amirian

چکیده

indubitably, the efficacy of metalinguistic awareness in improving efl learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics brown (2001). accordingly, the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students’ ability to learn grammar and use it appropriately in their writing. for this purpose three intact classes registering for the grammar and writing course in university of isfahan ,iran were chosen for teaching the target structure (i.e., transitional devices) through different methods of focusing on form instructions. the selected samples comprised 30 in each group, male and female sophomore students with the age range of 19 to 24, studying english translation at university of isfahan. the samples received instruction through planned focus on form instruction (pffi), unplanned focus on form instruction (uffi) and zero focus on form instruction (zffi) respectively. the results of the post-test on paragraph writing and on the subsequent delayed post-test revealed that the participants in the planned group notably out performed those in the unplanned and zero focus on form groups in handling transitional markers in the writing of paragraphs.

برای دانلود باید عضویت طلایی داشته باشید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Pedagogical Efficacy of Planned vs. Unplanned Focus on Form Instruction in Scaffolding Transitional Devices Used by Iranian EFL Learners in Writing Paragraphs

Indubitably, the efficacy of metalinguistic awareness in improving EFL learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics Brown (2001). Accordingly, the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students’ ability to learn grammar and use it appropriately ...

متن کامل

the effect analysis of proficiency on language - switching in iranian efl learners writing

abstract in a protocol analysis of second language writing from 20 adult english as a foreign language (efl) iranian students, this research observed how language-switching (l-s), i.e., first language use in l2 writing, was affected by l2 proficiency. switching interactively between first (l1) and second (l2) languages has been recognized as one of the salient characteristics of l2 writing....

15 صفحه اول

the effect of the instruction of metadiscourse maekers on iranian efl learners persuasive writing proficiency

چکیده مهارت نوشتار یکی از مهمترین مهارتهای فرآیند یادگیری و تدریس زبان برای زبان آموزان و مدرسین می باشد. در تحقیق حاضر، تاثیر آموزش نشانه های فراکلام روی مهارت نوشتار متقاعدکننده زبان آموزان سطح متوسط ایرانی مورد بررسی قرار گرفت. این تحقیق 40 زبان آموز داشت که توسط آزمون نوشتار تافل(2005) همسان سازی شدند و سپس به دو گروه آموزشی و خطا تقسیم شدند. در ابتدای پژوهش معیارهای نوشتار متقاعدکننده به ...

the comparative impact of prompts and recasts in processing instruction versus meaningful output-based instruction on efl learners’ writing accuracy

the purpose of the present study was to see which one of the two instruction-processing instruction (pi) and meaningful output based instruction (mobi) accompanied with prompt and recast- is more effective on efl learners’ writing accuracy. in order to homogenize the participants in term of language proficiency a preliminary english test (pet) was administrated between 74 intermediate students ...

Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in or...

متن کامل

منابع من

با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید


عنوان ژورنال:
journal of english language teaching and learning

ناشر: university of tabriz

ISSN 2251-7995

دوره 7

شماره 16 2015

میزبانی شده توسط پلتفرم ابری doprax.com

copyright © 2015-2023