چکیده:
Lexical diversity as an aspect of linguistic complexity is the representation of
active lexicon. The current study, setting a two-fold goal, attempted to see whether
the preemptive focus on form (FonF) under either planned or unplanned conditions
could contribute to increasing lexical diversity in written narratives and, second, to
find whether there was a trade-off between the lexical diversity and accuracy. To
this end, 32 beginner learners were selected following a Quick Oxford Placement
Test and assigned into two groups to receive preemptive FonF under no-planning
and pre-task planning conditions. The analysis of the results through a set of
repeated measure ANOVAs and independent-samples t-tests revealed that the first
group with unplanned condition outperformed the one with pre-task planning in
lexical diversity. The results also revealed the trade-off between the lexical
diversity and accuracy. That is, both lexical diversity and accuracy were
significantly taken care of under unplanned preemptive condition whereas pre-task
planning hindered attending to lexical diversity and, thus, both aspects
simultaneously. It was concluded that providing learners with appropriate
conditions through form-focused instruction can set the ground for activating their
linguistic
The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity and accuracy. To this end, 32 beginner learners were selected following a Quick Oxford Placement Test and assigned into two groups to receive preemptive FonF under no-planning and pre-task planning conditions. The analysis of the results through a set ofrepeated measure ANOVAs and independent-samples t-tests revealed that the first group with unplanned condition outperformed the one with pre-task planning in lexical diversity. The results also revealed the trade-off between the lexical diversity and accuracy. That is, both lexical diversity and accuracy were significantly taken care of under unplanned preemptive condition whereas pre-task planning hindered attendingto lexical diversity and, thus, both aspects simultaneously. It was concluded that providing learners with appropriate conditions through form-focused instruction can set the ground for activating their linguistic knowledge and letting them attend to different linguistic aspects during writing.
خلاصه ماشینی:
The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity and accuracy.
The analysis of the results through a set of repeated measure ANOVAs and independent-samples t-tests revealed that the first group with unplanned condition outperformed the one with pre-task planning in lexical diversity.
Keywords: Preemptive focus on form; pre-task planning; lexical diversity; accuracy; narrative writing.
The present study, therefore, sought to shed light on whether FonF instruction has any effects on L2 learners’ lexical diversity which signals the active lexicon and the way it is capitalized on by the learners (Malvern & Richards, 2002) in task performance.
Moreover, as an appropriate technique for presenting the language explicitly (Nassaji, 2010) and showing both the correct and incorrect linguistic form (Pawlak, 2013), it acts as a mediating tool and also, kind of, linguistic and cognitive support which eases the task performance (Van Avermaet, Colpin, Van Gorp, Bogaert, & Van den Branden, 2006).
Hence, the following questions were the main foci of this study: Does teacher-initiated preemptive FonF significantly improve beginnerL2 learners’ lexical diversity in written narrative task performance?
Comparing the groups’ mean scores and p-values in lexical diversity and accuracy, it is noticeably clear that that the learners who were solely provided with preemptive FonF performed well in producing both accurate and lexically-diverse language both of which were statistically significant and that, the effect was even more evident in the latter, i.