چکیده:
The idea of encouraging awareness in classrooms is not new, but research into awareness is
beginning to encourage those involved in language teaching to think more systematically
about how language presentation facilitate language awareness. Awareness can be promoted
through focus on form activities as it triggers important cognitive processes in L2
acquisition. The effectiveness of various input- and output-based focus on form instructions
on the acquisition of different grammatical structures and the role of awareness in each type
is a matter for debate. The present study qualitatively investigated the effects of Processing
instruction, Textual enhancement, and Text editing on L2 learners‟ cognitive processes and
the relationship between the learners‟ level of awareness and their abilities to interpret
English inversion structures. To do this, learners‟ think-aloud verbalizations during
instruction were recorded, transcribed, and coded. Criteria to decide which level of
awareness they would fall into were slightly adapted from Leow, Hsieh, and Moreno (2008)
to fit with the type of tasks employed in the study. Pretest-posttests design was also
employed to measure learners‟ interpretive abilities. The findings indicated that each
instructional technique promoted different levels of awareness and depth of processing. The
findings also provided explanations for the non-significant differences in performances
between the Processing instruction and Text editing groups on an immediate posttest and
outperformance of the Processing instruction group on a delayed posttest. Given the benefits
that Processing instruction and Text editing brought about in the present study, both might be
incorporated into a curriculum and serve as complementary tools for language teachers.
خلاصه ماشینی:
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures Shiva Kaivanpanah1*, Seyyed Mohammad Alavi2, Sara Rafsanjani Nejad3 1*Associate Professor of Applied Linguistics, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran, shkaivan@ut.
The present study qualitatively investigated the effects of Processing instruction, Textual enhancement, and Text editing on L2 learners‟ cognitive processes and the relationship between the learners‟ level of awareness and their abilities to interpret English inversion structures.
3 The present study aimed at investigating the possible effects of Processing instruction (PI) and Textual enhancement, as input-based, and Text editing, as output-based instruction on learners‟ awareness and their ability to interpret one type of English inversion structure.
Izumi further explained that even though 4 Journal of Modern Research in English Language Studies 6(3),1-32 (2019) learners may notice the target forms, the depth of processing necessary for acquisition may not get involved.
18 Journal of Modern Research in English Language Studies 6(3),1-32 (2019) Table 3 Coding Scheme 1: Frequency of Instances of Levels of Processing in Processing Instruction Group (n = 10) Level Theme Frequency Noticing Pause before the target form 1 Pause after the target form 3 Translate the sentence that is indirectly related to the target form 4 and leave the target in English Carefully pronounces target form 5 Repeats target form 3 Say she isn’t sure what it is 1 Reporting Make comments that indicate some processing of target form 14 Carefully emphasizes target structure (including rising intonation 9 or prolonging some sounds or syllables or saying “oh”!) Arrives at a partial translation 17 Understanding Partial Makes/tests/confirms hypotheses regarding target form 4 Provides an inaccurate rule 3 Provides a partially accurate rule 6 Full Provides an accurate rule 11 Translates the target form 10 Corrects a previous translation 5 Apparently, the most frequent themes are related to medium and high depth of processing.
g. , Hernandez, 2011; Goo, Granena, Yilmaz, & Novella, 2015; Spada & Tomita, 2010).