خلاصة:
This study explored the effect of contrastive phrase resynthesis instruction ongaining the teachability hypothesis stages in self-paced versus time-constrained oralproduction and recognition. Three groups (i.e., 23 learners) of high beginner femalelearners in an English language institute were randomly selected from a cohort oflearners. One group received contrastive metalinguistic instruction on the conceptand structure of English phrases. The second group received the same instructiononly in English. The third group served as a comparison group. Self-Paced PictureDifferences Tests and Time-Constrained Oral and GJTs were used for collecting thedata. Chi-square analyses through Fisher’s Exact Test showed that the treatment,especially in its contrastive form, significantly contributed to gaining next, next + 1,and next + 2 stages in spontaneous oral production, but only to next + 1 and + 2stages in self-paced oral production and time-constrained recognition. Thetheoretical implications of the findings are discussed.
ملخص الجهاز:
Next or Beyond Next: Effect of Contrastive Phrase-Based Treatment on Stage Gain Across Self-Paced and More Time-Constrained Tasks Manoochehr Jafarigohar1, Afsar Rouhi2, Hassan Soleimani3, & Majid Ghelichi4 1Payame Noor University, jafarigohar2007@yahoo.
com Received: 23/12/2014 Accepted: 21/06/2015 Abstract This study explored the effect of contrastive phrase resynthesis instruction on gaining the teachability hypothesis stages in self-paced versus time-constrained oral production and recognition.
Chi-square analyses through Fisher’s Exact Test showed that the treatment, especially in its contrastive form, significantly contributed to gaining next, next + 1, and next + 2 stages in spontaneous oral production, but only to next + 1 and + 2 stages in self-paced oral production and time-constrained recognition.
The Fisher’s Exact Test which is a subset of chi-square test was run for comparing the percentage of learners who had gained next and next + X stages on both the self-paced and more time- constrained oral production and GJTs across the three groups.
006 N of Valid Cases 16 The results of Fisher’s Exact Test, as displayed in Table 11, indicated that a significantly higher percentage of learners in the CEG advanced to the next + 1 stage (stage 5) on the more time-constrained oral production task than that in the CG, p =.
This could be interpreted as evidence for the effect of instruction, as on the more cognitively demanding task the nonexperimental learners could no longer show emergence of the next stage as they did in self-paced oral production and time-constrained recognition.
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