The impact of language play-oriented tasks with planned focus on form on Iranian EFL learners' accuracy in controlled writings

İkinci dil öğreniminde dil oyunu ve etkilerine son yıllarda birçok bilim adamı tarafından, hem sınıf içi hem de sınıf dışı olarak tanımlanmış dil oyunu örnekleriyle, dikkat çekilmiştir. Ancak çok az bir kısmı sınıf içi etkinliklerle birlikte dil oyunları ile bütünleştirilmiştir ve bu çok az kısım sadece öğrenen etkileşimlerinin nitel analizleri için yeterli olmuştur. Bu çalışmada, planlanmış biçim-odaklı öğretime dayalı dil oyunu-yöneltimi görevlerin İranlı İngilizce öğrencilerin denetimli yazmaya olan etkisi incelenmiştir Ön-test son-test yöntemi kullanılarak, çalışmanın kullanıcılarına özel dilsel özelliklere odaklanmış bir dizi anlamlı görev uygulanmıştır. Dil oyun türlerinden anlamsal oyun, hayali senaryoların oluşturulması, sözlü anlatım oyunu, sözdizimsel oyun, edim bilgisi oyun, dilsel oyun ve sözlü düelloyu kapsayan görevler özel bir okuldaki İngilizce öğrencilerine ile birlikte 12 hafta boyunca yürütülmüştür. Alan notlarının yanı sıra verilen uygulama yöntemlerini gösteren görev ve bölüm örneklerinin, zaman zaman kayıt altına alınan, ses kayıtları da alınmıştır. Bulgular dil oyunu görevlerin dil oyunu olmayan dil öğrenimi aktivitelerine karşı üstünlük taşıdığını, oyun görevlerin daha iyi hatırlandığını gösteren öğelerle ortaya koymuştur. Bu çalışma İngilizce sınıflarında dil oyunu görevlerinin, tasarlanmış biçime odaklı öğretim ile bütünleştirilmesini gerektirir ve İngilizce öğretmenlerinin bir dizi buna bezer görevlerle birlikte sınıflarında eğlenceli ve rahatlatıcı bir atmosfer oluşturmalarını sağlar.

Planlanmış Biçim-Odaklı Öğretime Dayalı Dil Oyunu-Yöneltimi Görevlerin İranlı İngilizce Öğrencilerin Denetimli Yazma Üzerindeki Etkisi

Language play and its effects on second language learning have been addressed by many scholars in recent years with instances of language play being identified both inside and outside the classroom. However, only a few have integrated language play with classroom tasks, and they just sufficed to the qualitative analyses of the learners' interactions. The present study investigated the possible effect of language play-oriented tasks with planned focus on form on Iranian EFL learners' accuracy in controlled writings. Employing a pretest-posttest design, the participants of the study were introduced to a series of meaningful tasks focusing on particular linguistic features. The tasks were accompanied by language play types such as semantic play, creation of imaginary scenarios, oral narrative play, syntactic play, pragmatic play, linguistic play and verbal dueling during a 12-week adult English class in a private language school. Field notes were taken as well as occasional audiorecordings of the instances of tasks and episodes manifesting the given treatment. The findings demonstrated the supremacy of playful tasks over non-playful language learning activities with the items in playful tasks being recalled better. The present study calls for integration of playful language tasks along with planned focus on form in EFL classes and provides EFL teachers with a good set of such tasks to create an enjoying and relaxing atmosphere in their classes. © 2015 JLLS and the Authors - Published by JLLS

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