Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context

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GHELICHI MAJID

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Paper Information

Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2017 | Volume:10 | Issue:20 Page(s): 72-91

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Information Journal Paper

Title

Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context

Author(s)

GHELICHI MAJID | Issue Writer Certificate

Keywords

contextualized FoF instructionQ1

de-contextualized FoFs instructionQ1

durable effectsQ1

enhanced inputQ1

grammatical knowledgeQ1

Abstract

This study has aimed to compare the effects of two types of form-focused instruction, i. e. de-contextualized focus-on-forms instruction versus meaning-centered contextualized focus-on-form instruction, on the development of grammatical knowledge of Iranian high-school students. Two groups of male high-school first graders participated in this study. One group was taught through de-contextualized deductive grammatical explanation, while the other group received enhanced input and contextualized grammar instruction embedded in meaning-centered activity based on dialogs. The results indicated that de-contextualized instruction as it is normally practiced in high-school contexts failed to promote successful use of the auxiliaries do, does, and did in a written production test. In contrast, adding the design features of meaning-based contextualization and enhanced input to instruction did result in better performance on a written production grammar test involving the use of the auxiliaries under study. In the delayed posttest, contextualized meaning-based instruction appeared to have a durable effect, but the effect was not significant enough to warrant any claim for the durable superiority of this form of instruction.

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APA: Copy

GHELICHI, MAJID. (2017). Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 10(20 ), 72-91. SID. https://sid.ir/paper/181361/en

Vancouver: Copy

GHELICHI MAJID. Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context. THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2017;10(20 ):72-91. Available from: https://sid.ir/paper/181361/en

IEEE: Copy

MAJID GHELICHI, “Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context,” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 10, no. 20 , pp. 72–91, 2017, [Online]. Available: https://sid.ir/paper/181361/en

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