The Role of Output, Input Enhancement and Collaborative Output in the Acquisition of English Passive Forms

Abstract

Abstract-This study was set up to investigate whether various Focus on Form techniques facilitate L2 grammar learning. The study involved a pre-test─post-test design with treatment and control group and attempted to examine the relative effectiveness of three focus on form techniques, i.e. input enhancement, output and collaborative output, on learning English passive forms. Forty-four Iranian learners of English were selected to participate in the study. The participants were assigned to one of the four groups consisting of input enhancement (IE) (n=11), input enhancement together with individual text-editing task (IE+TE) (n=11), input enhancement together with collaborative text-editing task (IE+TE+CO) (n=12) and a control group (CG) (n=10). The pretests and posttests were administered using a multiple choice and a fill in the blank test in context. The result of the study showed that among the three treatment groups, IE+TE and IE+TE+CO outperformed the control group in the acquisition of passive forms. Furthermore, there was no significant difference between IE+TE and IE+TE+CO in the acquisition of passive forms.

Effects of unenhanced, enhanced, and elaborated input on learning English phrasal verbs

“…Furthermore, to the best of the researchers' knowledge, there has been no study conducted in Iranian EFL context dealing with the effects of elaborated input on the acquisition of English phrasal verbs. The studies conducted in this context often included other aspects of input or other areas of language (Abadikhah & Shahriyarpour, 2012;Khatib & Ghannadi, 2011;Maftoon & Sharifi, 2012;Maleki & Pazhakh, 2012;Negari & Rouhi, 2012).…”

“…A number of studies have explored the theory of input enhancement (Combs, 2009;Doughty, 2001;VanPatten, 1990) or investigated the role of input enhancement on different areas of language, especially, grammar (Lee & Huang, 2008;Kuiken & Vedder, 2002;Rott, 2007;Wong, 2012), structure ( Abadikhah & Shahriyarpour, 2012), writing (Storch, 1998, Van Gelderen, Snellings , & De Glopper, 2004, reading (Lee, 2007), and vocabulary ( Izumi, 2002;Kim, 2008;Maftoon & Sharifi Haratmeh, 2012;Rassaei, & Karbor, 2013). The role of input elaboration, however, has rarely been dealt with in promoting learners' knowledge of English (Kim, 2003), in general, and in teaching and learning English phrasal verbs, in particular.…”

The Effectiveness of Collaborative Output Task of Dictogloss in Enhancing EFL learners’ Emotional Intelligence

“…To make sure, for years, the effectiveness of collaborative output tasks has been investigated through various technique. In the case of collaborative output task of dictogloss, the focus has been on grammatical structures such as verb tenses, prepositions, adjective and conjunction (Abadikhah & Shahriyarpour, 2012;Collins, 2007;Kooshafar, Youhanaee & Amirian, 2012;Nasaji, 2010). Collins's (2007) study considered the impact of the mother tonguue and common developmental patterns in the domain of verb tense and aspect through dictogloss and observed that that dictogloss and interpreting contexts would be effective for verb tenses in a Japanese classroom.…”

The Effect of Using Metatalk Activity on Iranian Intermediate EFL Learners' Knowledge of Tense

“…Since the multiple choice test might provide participants with models for the production of target forms, it was administered after the fill in the blank test. Every correct response received one point and Partially correct ones were scored zero because based on the output hypothesis the correct and precise production of output can be a sign of learning (Swain, 1995, as cited in Abadikhah & Shahriyarpour, 2012). The focus of the gapped words in the fill-in the blank test was verb tenses.…”