چکیده:
In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners randomly assigned to two experimental and control groups. Then, every group underwent ten different treatment sessions. The control group received writing instruction through conventional methods, while the experimental group received instruction through two pushed output tasks. In the case of experimental group, in the first five treatment sessions, four grammatical structures were presented through picture cued tasks. Next five treatment sessions directed at other structures took place via reconstruction tasks. Two different versions of writing section of Preliminary English Test (PET) were used as pre/post-test. The results indicated that experimental group significantly outperformed control group. Therefore, it might be argued that pushed output-based tasks had a positive effect on the Iranian EFL learner’s grammatical accuracy in sentence writing. These findings provide empirical support for the output hypothesis, and have pedagogical implications for the choice of output-oriented grammar tasks.
خلاصه ماشینی:
com Abstract In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners.
For example, some studies utilized form-focused instruction (Ellis, 2001, 2008; Williams, 2005; Spada & Lightbown, 2008; Tomita, & Spada, 2013), grammar-based tasks (Fotos, 1993; Reinders, 2009), pushed output instruction (Bigelow, Fujiwara, & Fearnow, 1999; Izumi & Bigelow, 2000; Izumi, 2002; Leeser, 2008; Song & Suh, 2008; Uggen, 2012; Basterrechea, García Mayo & Leeser, 2014).
Other studies employed more implicit techniques, such as textual input enhancement techniques (Izumi, 2000; Lee, & Huang, 2008; Kim, 2010) recasts (Lyster, 2004; Sheen, 2006), text reconstruction tasks (Uggen, 2012; Sitthitikul, 2017; 1998; Pawlak, 2011; Zoghi & Hasannejad, 2015), task-based instruction and task complexity in L2 writing (Birjandi & Malmir, 2009; Malmir & Khosravi, 2018) and picture description tasks (Izumi & Izumi, 2004; Shehadeh, 1999, Song & Suh, 2008).
Among pedagogical means that aim to facilitate the development of the learner’s L2 grammar, the present study focuses on the role of pushed output via picture cued and reconstruction tasks.
Finally, in the small-scale investigation, Sitthitikul (2017) examined the potentially facilitative effects of output on the acquisition of the English passive form in reconstruction tasks by Thai English language learners.
Discussion This study aimed to investigate whether the PO in text picture cued and reconstruction tasks affect grammatical accuracy in sentence writing of Iranian EFL learners.