Impact of Traditional, Blended Learning, and Task Planning on the Learning of Resumptive Pronouns by Iranian EFL Learners

Bahar Rajabi,Mahmood Hashemian

doi:10.5901/mjss.2015.v6n4s1p39

Bahar Rajabi, Mahmood Hashemian

Open Access

https://doi.org/10.5901/mjss.2015.v6n4s1p39

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Abstract

Resumptive pronouns have been one of the most problematic issues in L2 teaching. The goal of this study was to see which of the 3 methods (i.e., traditional, blended learning, and task planning) is more successful to teach EFL learners to correctly use resumptive pronouns. Participants were 60 young intermediate L2 learners who were divided into 3 groups of 20 learners. All the participants were given a pretest to check their knowledge of resumptive pronouns, the result of which indicated their lack of knowledge of such pronouns. And, they were given a posttest at the end of the study to see the (probable) effect of the above methods on eradicating this problem. Participants were to submit 4 pieces of writing based on the topics in their lessons, the results of which indicated that comparing the 3 methods, task planning was more successful to help them to correctly use presumptive pronouns. DOI: 10.5901/mjss.2015.v6n4s1p39

Highlights

In the past, writing was not as important as other skills in L2 learning and it had been marginalized, but it is viewed as an important function in second language learning (SLA)
In the development of communicative language teaching (CLT), TBLT refers to usage of tasks as the main unit for planning and instructing for learning of L2 (Richards & Rodgers, 2001, p. 223)
The second research question of the current study was formulated to investigate whether or not task planning improved the learning of resumptive pronouns by intermediate Iranian EFL learners

Summary

Introduction

In the past, writing was not as important as other skills in L2 learning and it had been marginalized, but it is viewed as an important function in second language learning (SLA). According to Harklau (2002), there should be more emphasis on writing in SLA research. She suggests that it is important to survey how L2 students learn to write in an L2 and how student learn the L2 through writing. Attempts have been made in order to develop theories in L2 writing which distinguish the differences as compared to writing in person’s L1 (e.g., Grabe, 2001), such as the research done by Grabe (2001), in which he distinguished the cultural differences faced by L2 learners

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