خلاصة:
The current study examines the impact of different task types on learning prepositions in form and meaning- focused interaction enhancement- based classes. The participants were57 second Year University students enrolled in three intact lab classes at Tabriz Islamic Azad University. The first group was provided with form-focused interaction enhancement, the second with the meaning-focused interaction enhancement, and the third was the control group which received no interaction enhancement. During 12 sessions, the participants practiced using prepositions employing oral picture description and written picture description tasks. Having practiced using prepositions during the term using different tasks, the participants were presented with Oral Picture Description (OPD), and Written Picture Description (WPD) task in form and meaning– focused interaction enhancement- based classes
ملخص الجهاز:
"The results indicated that there are differences among the participants regarding their use of prepositions in performing oral picture description task in form and meaning– focused interaction enhancement- based classes.
As far as the researcher knows, there is no directly related empirical research conducted to investigate the effect of employing different task types on learning prepositions in form- focused and meaning- focused interaction enhancement based classes, yet there are some related studies as the following: Lightbown and Spada (1990), observing communicative ESL courses in Quebec reported positive effects of focus on form.
Method Participants In this quasi-experimental study, the effects of employing different task types on learning prepositions in form- focused and meaning- focused Interaction Enhancement- Based Classes were analyzed quantitatively.
The first hypothesis stating that there are differences among the participants regarding their use of prepositions in performing oral picture description task in form – focused and meaning- focused interaction enhancement- based classes were confirmed.
Regarding the better performance of the group with form- focused interaction enhancement in performing written picture description tasks , it can be stated that this finding is in line with lots of other research studies which have stated that communicative instruction should involve systematic treatments to draw language learners’ attention to linguistic forms in order to develop well-balanced communicative competence.
There are differences among the participants regarding their use of prepositions in performing oral picture description task in form - focused and meaning -focused interaction enhancement based classes."