The Impact of Pre-Task Explicit Grammar Instruction on the Explicit and Implicit Knowledge of Past Continuous | ||
| Journal of Studies in Language Learning and Teaching | ||
| دوره 1، شماره 2، مهر 2024، صفحه 307-328 اصل مقاله (595.51 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2024.21894.1049 | ||
| نویسندگان | ||
| Hossein Kargar Behbahani؛ Malihe YarAhmadi؛ Naser Rashidi* | ||
| Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran | ||
| چکیده | ||
| Lying within the dynamic landscape of language learning, task-based instruction has emerged as a prominent pedagogical approach. We examined the intersection of Task-based instruction and language learning in general and the pre-task explicit grammar instruction impact on the development of both explicit and implicit knowledge. Embedded within the task-based instruction framework, a pretest-posttest control group design was adopted to gather data. The participants consisted of two intact classes each with 18 pre-intermediate learners randomly assigned to experimental and control groups. The treatment comprised two 75-minute sessions, where the experimental group received pre-task explicit grammar instruction, whereas the control group received traditional teacher-fronted instructions more about the mechanical practice of isolated grammatical rules without embedding them in a communicative context. The findings indicated a significant impact of pre-task explicit grammar instruction on both explicit and implicit knowledge, with various substantial effects. This suggests that integrating focused grammar instruction before communicative tasks contributes to language learning. Implications of the study emphasize the potential benefits of incorporating pre-task explicit instruction in language teaching practices. Despite the limitations of the current investigation, including a relatively small sample size and a focus on a single linguistic feature, the results contribute valuable insights to optimizing task-based approaches for enhanced language learning outcomes. | ||
| کلیدواژهها | ||
| Explicit knowledge؛ Implicit knowledge؛ Pre-task grammar instruction؛ Task-based instruction | ||
| عنوان مقاله [English] | ||
| تأثیر آموزش صریح دستور زبان پیش از تکلیف بر دانش صریح و ضمنی گذشته استمراری | ||
| نویسندگان [English] | ||
| حسین کارگر بهبهانی؛ ملیحه یاراحمدی؛ ناصر رشیدی | ||
| بخش زبانشناسی و زبانشناسی، دانشگاه شیراز، شیراز، ایران | ||
| چکیده [English] | ||
| در چشم انداز پویای یادگیری زبان، آموزش تکلیف محور به عنوان یک رویکرد آموزشی برجسته پدیدار شده است. در این مطالعه، ترکیب آموزش تکلیف محور و یادگیری زبان به طور کلی و تأثیر آموزش صریحِ دستور زبان پیش از تکلیف بر گسترش دانش صریح و ضمنی بررسی شده است. در چارچوب آموزش تکلیف محور، برای جمع آوری داده ها از طرح گروه کنترل پیش آزمون-پس آزمون استفاده شد. شرکت کنندگان شامل دو کلاس از پیش تشکیل شده با 18 زبان آموز در سطح پایین تر از متوسط بودند که به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. دوره آموزشی شامل دو جلسه 75 دقیقهای بود که در آن گروه آزمایشی دستورالعملهای دستور زبان صریح قبل از تکلیف را دریافت کردند، در حالی که گروه کنترل جلسات سنتی معلم محور را دریافت کردند که در آن آموزش بیشتر در مورد تمرین مکانیکی قواعد گرامری مجزا بدون گنجاندن آنها در یک بافت ارتباطی بود. یافتهها نشاندهنده تأثیر قابلتوجه آموزش صریح دستور زبان پیش از تکلیف بر دانش صریح و ضمنی، با اندازههای تأثیر قابلتوجه بود. این موضوع نشان می دهد که ادغام آموزش گرامر متمرکز قبل از انجام تکلیفِ ارتباطی تسهیل کننده یادگیریِ زبان است. پیامدهای این مطالعه بر مزایای بالقوه ترکیب آموزش صریح قبل از تکلیف در شیوههای آموزش زبان تأکید دارد. علیرغم محدودیتهای تحقیق کنونی، از جمله حجم نمونه نسبتاً کوچک و تمرکز بر یک ویژگی زبانیِ خاص، نتایج به بسط بینشهای ارزشمندی در بهینهسازی رویکردهای مبتنی بر تکلیف برای افزایش نتایج یادگیری زبان کمک میکند. | ||
| کلیدواژهها [English] | ||
| آموزشِ پیش از تکلیف دستور زبان, آموزش تکلیف محور, دانش صریح, دانش ضمنی | ||
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