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The Effect of Recasts and Prompts on the Acquisition of Past Passive Tense of English
By: Mochtaba Mahmoody (2012)
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Abstract
This study investigated how recasts and prompts benefited acquisition of regular and irregular English past passive tense. The research questions were: 1. Do the groups that carry out form- focused activities and tasks while receiving corrective feedback show superiority in acquiring past passive tense of English over the control group which perform the same tasks and activities without receiving corrective feedback on the target structure (past passive tense)? 2. Do prompts have differentials effects on the learning of past passive tense of English? 3. Do recasts have differentials effects on the learning of past passive tense of English?
Sixty adult EFL learners in 3 intact classes in an intermediate level participated in the study. The 3 classes were randomly assigned to one prompt group (n = 20), one recast group (n = 20), and one control group (n = 20). The instructional treatment included fifteen random transitive verbs which are presented by photo and another fifteen random one by Persian text which were translated into English by students. They are highlighted the target forms and results showed that in the two feedback groups, teachers consistently provided one type of feedback (i.e., either recast or prompt) in response to learners' errors during the communicative activities, whereas in the control group the teacher provided feedback only on content of the communicative tasks. Participants' acquisition of the past passive tense forms was assessed through an oral test immediately after the treatment.
Results showed that feedback groups significantly improved their accuracy scores over control group. Results also indicated that there were no significant differences between feedback groups (recast, prompt). These findings indicated the beneficial role of feedback in communicative activities in foreign language learning and in EFL classrooms.
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