Abstract
This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score dropped. It can be postulated that input flood tasks may promote learners’ recognition accuracy of second language forms immediately, but this effect may gradually diminish. Hence, it can be tentatively concluded that Jigsaw tasks result in more durable gains than input flood tasks. The findings imply that when the goal of grammar instruction is to achieve durable effects, unfocused tasks should be integrated with focused tasks in the syllabus.
Highlights
Recent research in task-based instruction (TBI) has witnessed a substantial amount of research to determine the role of input-focused flood tasks and Jigsaw-unfocused tasks in second language acquisition (SLA) processes
These results showed that when the groups were considered separately, both groups, instructed either through input flood tasks or through Jigsaw tasks, demonstrated significant improvement from the pretest to the immediate posttest in terms of accurate recognition of regular past tense /-ed/
It was the aims of this study to see whether focused enrichment tasks are more effective than unfocused Jigsaw tasks in promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability
Summary
Recent research in task-based instruction (TBI) has witnessed a substantial amount of research to determine the role of input-focused flood tasks and Jigsaw-unfocused tasks in second language acquisition (SLA) processes. As for the input flood tasks, Reinders and Ellis (2009) maintain that there is ample evidence that enriched input in the form of input flood can help learners acquire L2 forms because it provides learners with sufficient exposure to the targeted feature. Another benefit of input flood, according to Nassaji and Fotos (2011), is that due to the frequent occurrence of the focused form in the input, the salience of input is increased, and in this way input flood can help learners to notice the targeted form. Jigsaw tasks are structured in a way that different pieces of information are given to learners, and learners have to exchange different pieces of information to solve the task. Pica (2005) states that information-gap tasks, such as Jigsaw tasks, provide the opportunity for learners to receive feedback, increase their comprehension, and at the same time focus on meaning and form
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
