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گواهی نمایه سازی مقاله DO IRANIAN EFL LEARNERS RESPOND DIFFERENTLY FOR RECASTS AND PROMPTS IN THE ACQUISITION OF IRREGULAR PAST TENSE FORM?

عنوان مقاله: DO IRANIAN EFL LEARNERS RESPOND DIFFERENTLY FOR RECASTS AND PROMPTS IN THE ACQUISITION OF IRREGULAR PAST TENSE FORM?
شناسه (COI) مقاله: TELT01_122
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Elham Abbaszadeh Garjan - Islamic Azad University Ardabil Branch, M.A. in English Language Teaching
Mehraban Asreenghelab - Islamic Azad University Ardabil Branch, M.A. in English Language Teaching

خلاصه مقاله:
Until now, the exact nature and efficacy of different types of feedback (recasts & prompts) on regular or irregular grammatical features has remained to be examined (Ellis, 2007). Research in this area is especially scarce in EFL contexts. In addition, past tense has been shown to be a form difficult to acquire for EFL learners even at the advanced level (Ellis et al., 2006). This study investigates how different types of feedback may benefit Iranian EFL learners' acquisition of irregular English past tense forms, in an attempt to answer the question of whether recasts and prompts have distinct functions in the acquisition of exemplar-based grammatical forms.Many previous studies have been conducted regarding the effectiveness of different types of feedback on regular grammatical features (Ammar & Spada, 2006; Ellis et al., 2006; Lyster, 2004; Sheen, 2007). Only Yung and Lyster (2010) have compared the effectiveness of corrective feedback on both regular and irregular past tense forms on Chinese L2 learners.At first, participants were required to take a proficiency test. The subjects assigned into four groups. The four groups took the pretest. The pretest and posttests included two tasks, picture description and narrative story tasks. Students' oral production was audio-recorded for later analyses. Participants in all four groups involved in three treatment sessions that covered three communicative tasks, a dictogloss task, a picture description task and a narrative story task. During treatment sessions along with the activities, depending on the experimental conditions, the teachers provided either recasts or prompts in response to students' errors consistently. The immediate post-test was administered to all four groups immediately after treatment sessions. The delayed posttest was administered after three weeks to find out the effects of the treatment over time. Findings of the present study reveal beneficial effect of prompts over recasts in the acquisition of irregular past tense forms. This result is in line with findings of a number of previous studies, such as French immersion in Canada (Lyster, 2004b), Canadian ESL (Ammar & Spada, 2006), and New Zealand ESL (Ellis, Loewen & Erlam, 2006).

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