The Study of Turn-taking Processes through Focus on Form and Focus on Forms Instructions: Incidental Grammar AcquisitionAli Akbar مقالة

مؤلف: Arabgary، Hossein ؛ izadpanh، Siros ؛

Journal of Modern Research in English Language Studies Summer 2016, Volume 3 - Number 3 ISC (‎24 صفحة - من 105 إلی 128 )

الکلمات المفتاحية: Focus on Form Iranian EFL learners Focus on forms Turn-Taking incidental acquisition

خلاصة:

The present study aimed at examining whether the turn-taking processes in focus on form and focus on forms teaching contexts were similar or different. Turntaking refers to ‘how each of the interlocutors in an interaction contributes to the conversation’. Both lessons were designed to teach some words but they also provided opportunities for incidental acquisition by exposing them to the two target structures, namely, plural s and copula be. The FonF lesson was of planned while FonFs lesson employed present-practice-product (PPP) methodology. Forty-five beginner Iranian students were non-randomly divided into three groups of fifteen, namely, FonF, FonFs and control group. They received eight repeated lessons during six weeks. Two tests for receptive knowledge of plural-s, and one test for productive knowledge of copula-be were used to measure the acquisitions of target features in terms of the differences in interactions that takes place in the two instructional approaches and consequently opportunities for noticing of target structures. The study used a quasi-experimental design through pre-tests, immediate post-tests and delayed post-tests. Then the statistical analysis was run through one-way repeated measures ANOVAS. Conversation analysis (CA) was employed by utilizing seedhouse’s ‘form and accuracy’ and ‘meaning and fluency’ framework to investigate classroom interactions. The analysis revealed that the interaction in the two groups differed in organization of turn-taking, occurrence of different kinds of repair, and the frequency and function of private speech. Overall, it was revealed that the interaction in the FonF lesson was ‘conversational’ while that in the FonFs lesson was ‘pedagogical’.

ملخص الجهاز:

Two tests for receptive knowledge of plural-s, and one test for productive knowledge of copula-be were used to measure the acquisitions of target features in terms of the differences in interactions that takes place in the two instructional approaches and consequently opportunities for noticing of target structures. Key words: turn-taking, focus on form, focus on forms, incidental acquisition, Iranian EFL learners, * Department of English Language Teaching, Zanjan branch, Islamic Azad University, Zanjan, Iran -Received on: 15/09/2016 Accepted on: 26/11/2016 Email: arabgari40@gmail. The reason for choosing the plural s was that the researcher as an experienced teacher was aware that beginner learners had problems in distinguishing singular from plural form and copula be was selected because it was frequent in input but the students paid little attention to it. In this way the learners are not required to involve in intentional learning, rather they participate in communicative tasks that afford opportunities for incidental acquisition. After receiving a 2-hour teacher –fronted form-oriented lesson that is, by introducing the target features followed by practice exercises, the learners filled in an Uptake Recall Chart in which they stated the ‘completely new’ language items that they have learned during the instruction. As revealed, the nature of the two different instructional methods resulted in different interactional processes during the project, that is, in FonF lesson the emphasis was on establishing mutual understanding in order to achieve task outcome while on the other hand, in FonFs lesson the main focus is on producing the accurate target language (L2) forms.

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