خلاصة:
Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ grammar learning. The participants were 60 adult learners of English, assigned to two experimental groups and one control group. The two experimental groups were exposed to structured input-based tasks in two types of explicit and implicit information. A pretest-posttest design was employed in order to detect any improvement in participants’ grammar learning. The results revealed that (a) the experimental groups significantly outperformed the control group, (b) participants’ grammar learning significantly improved in both the experimental groups, (c) structured input-based tasks with explicit information was significantly superior to structured input-based tasks without explicit information.
ملخص الجهاز:
Therefore, conditions directing the learner’ s attention to linguistic form during tasks which requiring meaningful language use are believed to be among the most important programs for learners’ acquisition of target language structures; consequently, given adequate opportunities, students can and do learn much of an L2 grammar incidentally, while focusing on meaning, or communication (Krashen, 1985).
Results In order to test Null hypothesis I which states that there is no statistically significant difference between the grammar knowledge of Iranian EFL learners who do structured input- based tasks with explicit information and that of those who do not, the researcher made a comparison between the results of the pretest and posttest of the SIBT with EI group.
To test Null Hypothesis II which states there is no statistically significant difference between the grammar knowledge of Iranian EFL learners who do structured input-based tasks without explicit information and that of those who do not, the researcher made a comparison between the results of the pretest and posttest scores of the SIBT without EI group.
Descriptive Statistics of Structured Input-Based Tasks without Explicit Information Group {مراجعه شود به فایل جدول الحاقی} As Table 4 shows, the posttest mean scores of the participants in the SIBT without EI group ( M=36.
Paired samples t-test of Structured Input-Based Tasks without Explicit Information {مراجعه شود به فایل جدول الحاقی} As it is illustrated in Table 5, the mean difference between the pretest and posttest was statistically significant, T (38) = 34.
g. , Collentine, 1998; Morgan-Short & Bowden, 2006; Toth, 2006).