چکیده:
This study investigated the effectiveness of individual and collaborative outputbasedfocus-on-form instructional tasks on the acquisition of English inversionstructures by EFL learners. Moreover, it explored the developmental trend oflearners’ inversion acquisition. To this end, 60 homogeneous EFL learners wereassigned to individual and collaborative output groups. They were exposed to textsencompassing inversion structures for 12 instructional sessions. The task includeddictogloss in both groups where the texts were reconstructed either individually orcollaboratively. A pretest, posttest, and delayed posttest design was used to examinethe effects of the 2 tasks. The learners’ process of acquisition was examined byparallel tests of inversion development. Results showed that collaborative taskimplementation was advantageous over individual task performance in bothimmediate and delayed posttests. Results did not reveal a linear additive process forthe collaborative output group; however, the findings suggest that collaborativelanguage production can enhance grammatical acquisition.
خلاصه ماشینی:
Individual and Collaborative Output Tasks: Effects on the Acquisition of English Inversion Structures Zia Tajeddin¹ & Shadab Jabbarpoor² ¹Corresponding author, Allameh Tabataba’i University, zia_tajeddin@yahoo.
com Received: 10/11/2013 Accepted: 09/02/2014 Abstract This study investigated the effectiveness of individual and collaborative output-based focus-on-form instructional tasks on the acquisition of English inversion structures by EFL learners.
Focus- on-form provides opportunities for "pushed output" through which learners’ are required to produce language which is linguistically accurate (Swain, 1995, 2000; Swain& Lapkin, 1995).
The present study, therefore, aimed to investigate the effect of individual and collaborative output on the acquisition of inversion as an English linguistic form.
The proponents of the output-based tasks in the language classroom believe that providing learners with model input that immediately follows their pushed production enhances their sensitivity to the forms.
Swain (2000) argues that when learners perform output tasks collaboratively, they are involved in social interactions, but whether these interactions contribute to language acquisition is still under investigation.
Due to the need for research on output-based focus-on-form in an EFL context, this study employed a task-based output-oriented approach known as dictogloss to enhance the learners’ acquisition of English inversion structures.
The differential effects of the two techniques of collaborative and individual dictogloss treatment were examined on the acquisition of inversion structures by university EFL students in this study.
Therefore, the relative effectiveness of different individually and collaboratively performed tasks on the acquisition of grammatical forms by EFL learners at different proficiency levels can also enrich the literature on task-based language learning and teaching.