خلاصة:
This quasi-experimental study investigated the effects of input-enhancement and
production of sentences, containing the target structures, on learning grammar by
Iranian Intermediate EFL learners. Sixty male students in three input, output, and
control groups participated in the study. After checking the homogeneity of the
participants with a proficiency test, the researchers administered a pretest. Inputbased
group received input enhancement within reading texts in which the target
structures were highlighted with different techniques such as bolding and
underlying. The output-based group were required to produce some sentences
including target structures based on reading texts. The control group received
traditional grammar instruction. The results of ANCOVA revealed that both
experimental groups learned the target structures better than the control group;
however, the input-based group outperformed output-based group in learning
target grammatical structures. The findings of the study suggest the widespread
use of input-enhancement, as one of the techniques of focus on form, plays a
significant role in enhancing grammatical accuracy.
ملخص الجهاز:
"The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners Samira Boostan Saadi 1, Mahnaz Saeidi2* 1,2.
1. 7 Abstract This quasi-experimental study investigated the effects of input-enhancement andproduction of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners.
A more recent study in the Iranian EFL context, conducted by Javadi and Bagheri (2017), has also reported supreme results for textual enhancement, as one type of input-based instruction, on learning simple and complex grammatical structures.
Results of another study, focusing on writing performance, conducted by Salimi and Shams (2016), indicates that output-based instruction has positive effects on learners’ writing production in terms of accuracy, fluency, and complexity.
In the absence of consistent results, as the research literature above shows, the present study employed a different output-based instruction, which is producing meaningful sentences containing the target grammatical structures based on the reading texts, with grammatical structures of conditional sentences, passive, and past tense.
Testing the Hypothesis To test the hypothesis, input-based instruction versus output-based instruction do not affect learning of target grammatical structures differently, the researchers conducted ANCOVA.
The findings of this study lend also support to Benati (2001) who presented similar results indicating that the participants who received input-enhancement outperformed learners who received output-based instruction.
The superior performance of participants receiving input- enhancement suggests that Iranian EFL learners need to attend to grammar in meaningful contexts while the saliency of the target structures are increased."