Effectiveness of Input Enhancementin Form-focused Instruction
Effectiveness of Input Enhancement in Form-focused Instruction
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Abstract
Theorists, regarding form-focused instruction, have suggested that inductive teaching is appropriate for complex rules while deductive teaching is appropriate for simple rules. This paper investigates whether input enhancement (inductive approach) is effective depending on rule complexity. A total of 28 university-level learners participated in an quasi-experiment, where the procedure was counterbalanced. The data generally confirmed the frequently cited assertion. However, with respect to article usage, one of the complex rules, the learners made significantly higher scores in deductive teaching than in inductive teaching. The results indicate that rule complexity does not exclusively decide the effectiveness of input enhancement. Sometimes EFL learners cannot notice a target form and the related rules, and therefore teachers should consider in form-focused instruction whether the rule is noticeable.
참고문헌 (19)
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