Abstract:
This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passive forms were repetitive, the second experimental group received passages in which the passive forms were underlined in different colors. The third group (comparison group) received explicit instruction of passive form with no passage. Repetition group received two texts in each session. The study followed a pre-test /treatment/ post-test design. The result indicated that both textually enhanced input, repetitive and underlined in different colors, have a statistically significant effect on the acquisition of target items than explicit instruction group. Moreover, it can be concluded that repetition can be more beneficial than underlined method of enhancement.
Machine summary:
"The Effect of Textual Enhancement Techniques on the Acquisition of Passive Form Iraj Khoshnevis, Zohreh Mikaeli* Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran *Corresponding author: zo.
Wong (2003) studied the impact of textual enhancement (bold, underlined, italic, enlarged letters) and input simplification on the acquisition of past participle agreement among English speaking adult learning as a foreign language.
05 The post hoc Scheffe test A post hoc Scheffe test revealed a significant mean difference (MD) between the experimental group (A) receiving instruction through repetitive form and the comparison group (C) instructed according to input enhancement.
The results of the one-way ANOVA revealed that students on comparison group had no significant impact on their grammar on the whole; it was observed that the learners' grammar knowledge which was almost the same at the beginning of the study was significantly affected by textual enhancement but not by explicit instruction.
Therefore, the researcher can reject null hypothesis and express that there are significant differences in grammar ability by EFL learners who are instructed according to explicit instruction and those with whom special types of textual enhancement are used According to Schmidt's noticing hypothesis the necessary condition for developing second language is noticing the L2 form.
The aim of the study was to check whether there is any difference between textual enhancement groups and explicit instruction in developing student grammar knowledge of simple present continuous of passive form."