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Download full textBehbahani, Hossein Kargar; Khademi, Afshin – MEXTESOL Journal, 2022
The present research sought to explore the combined contribution of input flooding, visual input enhancement, and consciousness-raising tasks on noticing and intake of the present perfect tense among Iranian EFL learners. Using a nonrandomized control group pretest-posttest design, the researchers attempted to see if instruction could enhance the…
Descriptors: Linguistic Input, Morphemes, Metalinguistics, Second Language Learning
Explicit Instruction through Task Repetition: Effects on Explicit and Implicit Knowledge Development
Direct linkKhezrlou, Sima – Language Awareness, 2021
The present study explored the effect of task repetition with and without explicit instruction on EFL learners' (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14).…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Oral Language
Asiyaban, Amir Reza; Yamini, Mortaza; Bagheri, Mohammad-Sadegh; Yarmohammadi, Lotfollah – Cogent Education, 2020
Taking into account the implicit/explicit knowledge of Tense Consistency (TC), this study aimed to investigate TC observance across Iranian EFL learners' proficiency specifically at elementary, intermediate and advanced levels. To achieve this, the Oxford Placement Test, Gap Filling Task and Spoken Performance Task were administered to 154…
Descriptors: Morphemes, Language Proficiency, Foreign Countries, Second Language Learning
Ghasemi, Behnam; Vaez-Dalili, Mehdi – International Journal of Instruction, 2019
This study scrutinized the development of Iranian intermediate EFL learners' reading comprehension through the employment of three methods of morphological awareness (i.e. Textual Enhancement (TE), Metalinguistic Explanation (ME) and Morpheme Recognition Task (MRT). To do so, 90 intermediate EFL learners were divided into three groups, each group…
Descriptors: Morphology (Languages), Metalinguistics, Language Tests, Morphemes
Azad, Mohammad Taghei; Ahmadian, Moussa – MEXTESOL Journal, 2021
Morphological analysis and incidental learning are two vocabulary learning strategies that language learners may use in order to acquire the meanings of new words. To date, however, few studies have compared the effectiveness of these two strategies. Hence, the current study was carried out to compare the effect of morphological analysis and…
Descriptors: Morphology (Languages), Vocabulary Skills, Incidental Learning, Teaching Methods
Khatib, Mohammad; Nikouee, Majid – RELC Journal: A Journal of Language Teaching and Research, 2012
The present study is premised on Anderson's ACT model that proposes declarative knowledge is automatizable through practice (1982). The research examined the extent to which declarative knowledge of one morphosyntactic structure, namely present perfect, can be automatized 2 days after practice and can be retained 2 weeks after practice. Twenty…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning
