Visually enhanced input, input processing or pushed output: A study on grammar teaching

Abstract

Ogretmenler ogrencilerinin dildmtini ogrettilderi forma nasll yeker?Ara~ttrmacmm oncelikli hedefi fOIDm odaldl ogretim yonteminde kullaOllan enetkili dil<kat yelane telmigini bulmalcttr.Diklcat yekroe teknilderinin etkilerini olymek iyin on-test son-test desenlibir yall~ma uygulanml~ttr. <;all~manm katthmcllan Dokuz Eyliil UniversitesiYabancl Diller Yiiksekokulu orta seviyede okuyan ogrenciler olmu~tllf.<;ah~maya katllan 90 katlhmcl rasgele iiy deney grubu: itili iiretim grubu, gorselzenginle~tirilmi~ girdi grubu ve siirey odalch dil ogretim grubu ve gelenekselegitimine devam eden bir kontrol grubu olarak aynlnll~tlr. Her grup ontestialdlktan soma ara~tlITllaCI tarafmdan 4 saat uygulamaya tabi tl.ltl.llmu~ veuygulamadan hemen soma ayOl testi son test olaralc alml~ttr. Dort hafta sonra isegruplar ayOl testi gecilaneli son test olaralc tekrar alml~tlr.On ve son test sonuylarma gore yaptlan analizler gosteriyor ki itili iiretimve siirey odaldl dil ogretimi hedef formun ogrenilmesinde etkili iken, gecikroelison test sonuylarma gore ise, sadece siirey Odaldl dil ogretirni katlhmcJlarda hedefformun kaltcl olmasml saglann~ttr.

How should the teachers draw the attention of the learners to fonn? This isthe question that shaped the study at hand. The main goal of the researcher was tofind out the most effective attention drawing technique used in focus on fonn andtherefore infonn the practitioners in the field about the results.In order to test the efficiency of the attention drawing techniques, anexperimental study with a pre, post-test design was conducted. The subjects of thestudy were the intennediate level students of the School of Foreign Languages ofDokuz Eylii1 University in the Fall Tenn of 2006-2007 academic year. They werestudents enrolled at an intensive English preparatory class of which the classhours ranged between 24 to 30 hours a week. They were between 21 to 23 yearsold. 90 subjects were randomly assigned to experimental and control groups.There were three experimental groups: pushed output group, visually enhancedinput group and processing instruction group. Control group received traditionalgrammar instruction which was shaped according to the infonnation gatheredfrom the class teachers. Each group was given the pre-test and later they receivedtreatment. After treatment, they were given the same test as post-test and 4 weekslater as the delayed post-test.The analyses of the results of the pre-test, post-test and the delayed posttestsreveal that pushed output and processing instruction were effective in theteaching of the target fonn. However, as for the delayed post-test only processinginstruction stays well in the interlanguage of the participants