Abstract
The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.
Highlights
1.1 Introducing the ProblemThere is a unanimous agreement on the role of sufficient amount of input for learning a language in the domain of SLA
Input enhancement and input flooding as two types of Focus on Form (FonF) instruction (Doughty & Williams, 1988) that can facilitate learning the forms of language intend to draw learners’ attention to the rules of the language
The goal of the present study was to compare the effect of input enhancement and input flooding on learning English grammar passive voice by Iranian EFL learners
Summary
There is a unanimous agreement on the role of sufficient amount of input for learning a language in the domain of SLA. As Swain (1988) put forth, there are particular forms of language that are learned with difficulty or are not learned at all which could partially be due to the learners’ first language system. Many scholars suggest different types of manipulation of input that could facilitate learning features of a language. The suggestion has given rise to the explicit/implicit dichotomy. The review of the literature shows that it is not possible for learners to develop accuracy without some explicit teaching of grammar. Input enhancement and input flooding as two types of Focus on Form (FonF) instruction (Doughty & Williams, 1988) that can facilitate learning the forms of language intend to draw learners’ attention to the rules of the language
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