چکیده:
The purpose of this study was to investigate the effect of competitive and
cooperative explicit and task-based instruction of spoken grammar features of heads,
tails and ellipses on Iranian EFL learners’ awareness of these features. To this end,
90 female pre-intermediate EFL learners of Ghane Language Institute in Tehran
were selected through convenience sampling. The participants were randomly
assigned to four experimental groups, receiving explicit and task-based instructions
in competitive and cooperative contexts. Prior to the treatment, a pretest was given
to check the participants’ level of awareness of the spoken grammar features. After a
10-session instruction, a posttest was administered. The collected data were
processed using the two-way ANCOVA procedure. The results indicated that
competitive and cooperative contexts were equally effective on raising learners’
awareness of spoken grammar features. Moreover, there was a statistically
significant interaction effect between type of instruction and the context of
instruction. These findings have important theoretical and pedagogical implications.
خلاصه ماشینی:
com Abstract The purpose of this study was to investigate the effect of competitive and cooperative explicit and task-based instruction of spoken grammar features of heads, tails and ellipses on Iranian EFL learners’ awareness of these features.
This study aims to explore how competitive and cooperative explicit or task based instruction of spoken grammar features affect Iranian learners’ awareness of the target features.
Are there any significant differences between the effects of competitive and cooperative explicit and task-based instruction on Iranian EFL learners’ awareness of spoken grammar feature of heads?
2. Are there any significant differences between the effects of competitive and cooperative explicit and task-based instruction on Iranian EFL learners’ awareness of spoken grammar feature of tails?
3. Are there any significant differences between the effects of competitive and cooperative explicit and task-based instruction on Iranian EFL learners’ awareness of spoken grammar feature of ellipsis?
The First Research Question The purpose of the first research question was to investigate the possible differences among the effects of competitive and cooperative explicit and task-based instruction on Iranian EFL learners’ awareness of spoken grammar feature of heads.
2. The Second Research Question The second research question was aimed to investigate the differences among the effects of competitive and cooperative explicit and task-based instruction on EFL learners’ awareness of spoken grammar feature of tails.
5. Conclusion and Implications Based on the findings of the present study, there were no significant differences between the effect of competitive and cooperative contexts in raising learners’ awareness of spoken grammar features.