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Showing 2 results for Mohammad Hosseinpur
Volume 10, Issue 6 (Vol. 10, No. 6 (Tome 54), (Articles in Persian) 2019)
Abstract
Capitalizing on Hulstijn and Laufer’s (2001) notion of Involvement Load Hypothesis, this study aimed to investigate the impact of task-induced involvement load on Iranian EFL learners’ retention of idiomatic expressions. The main concern of present study is to explore if principles of involvement load hypothesis hold true when applied to learning idioms. The research questions formulated to achieve the objectives include: 1.What is EFL learners’ retention rate of idiomatic expressions for the reading-comprehension task with involvement index 1? 2. What is EFL learners’ retention rate of idiomatic expressions for the fill-in-the blanks task with involvement index 2? 3. What is EFL learners’ retention rate of idiomatic expressions for the composition task with involvement index 3? 4. Does Involvement Load play any significant role in the retention of idioms of Iranian EFL learners? Given the fact that the depth of processing a word is the key component in vocabulary learning, it could be assumed that composition tasks designed to develop idiomatic expressions in EFL learners, enjoy much greater retention rate, hence attesting to the effectiveness of involvement load on the retention of idiomatic expressions. To this end, 60 female upper-intermediate Iranian EFL students in an English language institute in Tehran took part in the study. Twenty idioms were taught to three groups of students through tasks that induced different levels of involvement load, namely reading comprehension, fill in the blanks and composition tasks. To conduct the statistical analysis, fifteen idioms were picked from among the ones presented in the pretest, so that learners’ prior knowledge of some idioms was taken care of. The retention of the chosen idiomatic expressions was then tested via an immediate and a delayed post-test. MANOVA was run to compare the groups’ performance on the three tasks on the posttest and delayed posttest. Scheffe’s test was then used as a post-hoc comparison test to compare the groups on posttest and delayed posttest. The results pointed to a direct relationship between the involvement as induced by the tasks and participants’ retention of idioms, implying the fact that the higher involvement load of a task, the higher the retention of the task will be. Accordingly, the findings indicated that retention rate was the highest in the composition task, lower in the fill in the blanks, and the lowest in the reading comprehension task. The study has implications for task analysis, task instruction, and task design; Curriculum developers may benefit from the findings of this study when engaged in designing courses related to idiomatic expressions. English teachers could be more cognizant of varying involvement indexes in tasks and their effect on the retention rate of their learners. Eventually, language learners will be informed of the optimal amount of time and effort needed for mastering idiomatic expressions.
Volume 13, Issue 4 (September & October 2022)
Abstract
The importance of noticing, attending to linguistic features, and focusing on linguistic input like focus-on-form and focus-on-forms have always been a contentious issue in language teaching. Consistent with this line of research, the present study aimed to investigate the impact of typographical input enhancement, gloss, and advance organizes on EFL learners' reading comprehension ability. Eighty EFL learners were chosen from Safir Language Institute in Ahvaz and were assigned to four equal groups of typographical input enhancement, gloss, advance organizer and simple-text. A Preliminary English Test (PET) of reading was utilized as pretest. Control group and the three experimental groups were instructed for eight weeks through the aforementioned techniques. Finally, an equal version of PET was used as posttest. ANCOVA was run to analyze the data. Results indicated that the advance organizer group significantly outperformed the other groups regarding their reading comprehension performances. The study has important implications for reading comprehension task analysis, task design, and task instruction and the way such information could be utilized to activate schemata and retrieve information from long-term memory.
1. Introduction
The importance of noticing, attending to linguistic features, and focusing on linguistic input like focus-on-form and focus-on-forms have always been a contentious issue in language teaching. The role of input enhancement in Second Language Acquisition (SLA) has undergone many developments and the studies done in this domain have generated various outcomes. Some researchers support the positive role of input enhancement in SLA and believe that paying attention to form is necessary for L2 learning to transpire, but some other researchers adopt the opposite stance (Ellis, 2008). Consistent with this line of research, the study aimed at delving into the impact typographical input enhancement, gloss, and advance organizers techniques on the reading comprehension of Iranian EFL learners.
Research Questions:
1. Does typographical input enhancement technique have any significant impact on the reading comprehension of Iranian EFL learners?
2. Does gloss technique have any significant impact on the reading comprehension of Iranian EFL learners?
3. Does advance organizers technique have any significant impact on the reading comprehension of Iranian EFL learners?
2. Literature Review
To increase the perceptual saliency of the language structures, different techniques can be utilized. Focus-on-form and focus–on-forms are regarded as two kinds of approaches which can be applied in grammar instruction (Long, 1991). Long (1991) made the distinction between focus-on-form and focus-on-forms. In his view, the latter refers to decontextualized, highly meta-pragmatic, teacher-oriented instruction in which the primary goal is to scaffold learners to amass individual linguistic features. The former, however, refers to meaning-oriented activities in which learners' attention is focused on target features as they arise incidentally in the input. In fact, focus-on-forms employs explicit awareness-raising activities, whereas focus-on-form techniques such as input enhancement indirectly draw learners’ attention to target forms.
3. Methodolgy
Based on the results obtained from the Oxford Quick Placement Test (OQPT), 80 intermediate EFL learners were chosen from Safir Language Institute in Ahvaz, Iran and were assigned to four equal groups of typographical input enhancement, gloss, advance organizer and simple-text. Next, a Preliminary English Test (PET) of reading was utilized as pretest. Control group and the three experimental groups were instructed for eight weeks through the aforementioned techniques. Then, an equal version of PET was used as posttest. Covariances (ANCOVA) was run to analyze the data..
4. Results
The results indicated that advance organizer group significantly outperformed the other groups in terms of their reading comprehension performences. In other words, the findings revealed that the advance organizer technique was much more effective than typographical input enhancement and gloss. The study also found that typographical input enhancement and gloss did not have a significant impact on the reading comprehension abilityof EFL learners. This finding reveals that mere exposure to new forms through input enhancement alone might only trigger the maintenance rehearsal process, during which the recently-retrieved input is stored in the long-term memory as an unanalyzed chunk. Therefore, input enhancement may not independently improve conceptually-driven learning processes.
5. Discussion
The findings for the first research question do not confirm the previous studies conducted on learners' reading comprehension concerning input enhancement and gloss (Abbasian & Yekani, 2014; Aghajani & Rahimy, 2013; Ayiewbey, 2013; Goudarzi & Raouf Moini, 2012; Hazrativand, 2012; Nahavandi & Mukundan, 2013; Simard, 2009). In the present research, typographical input enhancement and gloss aimed at indirectly drawing learners' attention to the highlighted forms and L2 marginal glosses, but the highlighted forms and l2 marginal glosses might not be well-noticed by the students. It can be said that students' not paying sufficient attention to the typographical input enhancement and gloss could be a likely reason for their insignificant impact. Furthermore, advance organizer unlike the other two techniques had a significant impact on the reading comprehension of EFL students. Advance organizers' group outperformed those in typographical input enhancement and gloss groups. Schema knowledge could have influenced the results as it can display a class of things, events and situations. However, a learner's understanding can be enhanced when a schema sets a type of framework, which is understandable and helps learners comprehend data, retrieve information from long-term memory, and specify their purposes. Thus, the probable cause for the significant impact of the advance organizers on the reading comprehension of EFL learners can be attributed to the fact that the learners possess the right schemata, and are able to glean the best and adequate clues from within the text. Contrary to Gorjian et al. (2015) and Tajeddin (2013) which pointed to an insignificant effect of advance organizers, the results of the present study, in line with Davaei and Talebinezhad (2012) suggests that advance organizers can be viewed as an effective and facilitative means in boosting the overall reading comprehension ability of EFL learners.
6. Conclusion
The findings of the study may be helpful to the English teachers, EFL learners, and curriculum developers. Teachers might benefit from the results of the study in teaching the aforementioned techniques. It seems that not only do EFL learners need to be familiarized with such techniques and the way they work in classroom settings, but also the circumtances under which such reading techniques can be more effectively and appropriately utilized to improve their overall comprehension ability. Finally, the findings might have useful implications for curriculum developers because such outcomes can be readily incorporated into the curriculum or classroom syllabus in reading comprehension classes. Accordingly, a specific part of the reading comprehension classes can be devoted to instructing students through these techniques to discern how effective and useful they can be in promoting students reading comprehension abilities.
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