Girdi-temelli İki Farklı Öğretim Yönteminin İngilizce Dilbilgisi Öğretimine Etkileri: Metinsel Girdi Geliştirme ve Yapılandırılmış Girdi

Authors : Seval BAYRAK, Adem SORUÇ
Pages : 195-208
Doi:10.19126/suje.283032
View : 49 | Download : 14
Publication Date : 2017-04-15
Article Type : Research Paper
Abstract :This study investigated comparative effectiveness of Textual Enhancement insert ignore into journalissuearticles values(TE); and Processing Instruction insert ignore into journalissuearticles values(PI); on the acquisition of English simple present tense third person singular form by elementary level EFL young learners. To this end, 43 seventh grade secondary school learners were conveniently selected for the study and randomly distributed into two experimental groups: TE insert ignore into journalissuearticles values(n = 21);, PI insert ignore into journalissuearticles values(n = 22);. Each group received different instructions insert ignore into journalissuearticles values(namely TE or PI); during two consecutive regular classroom hours insert ignore into journalissuearticles values(80 minutes in total);. The learners took a pretest one week before the instructions, an immediate posttest one day after the instructions, and finally a delayed posttest after four weeks. According to the results of an interpretation task and two production tasks, both types of instructions helped the participants to increase their performance on the interpretation task. However, the results from production tasks showed that both input groups could not improve their production scores as much as expected from the literature. Although the study was conducted with limited number of students and without a control group, its results still suggest that English language teachers can use input-based instruction to help especially young learners to comprehend notoriously difficult structures as in this study.
Keywords : Input based Instruction, Textual Enhancement, Processing Instruction, Morphology, teaching English to young learners

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