كارشناسي ارشد

Ellis (2005) warned that acquiring a language naturally without any form-focused instruction (FFI) would not allow adult L2 learners to achieve full target language competence. The major objective of this mixed methods research, which considered elements of both quantitative and qualitative research approaches, was to examine the effect of two different types of focus on form instruction, namely proactive and reactive across multimodal vs. traditional input settings on Iranian EFL learners' comprehension and production of modal auxiliaries. The participants of the study were 75 EFL high school students at elementary level making three classes each including 25 subjects. Each of the three classes mentioned took part in a pretest including both comprehension and production items and then it was randomly exposed to one of the three types of grammar instruction i.e. proactive focus on form in which students were exposed to multimodal input through preplanned techniques of input enhancement and input flood, reactive focus on form in which the tasks occurred in multimodal episodes that involved negotiation, and the students were corrected by the instructor through giving recast, clarification request, and repetition techniques of corrective feedback in case they committed mistakes and finally, the traditional method of teaching grammar in which no resort was made to multimodality. The posttest which was the parallel form of the pretest with minor changes was then administered to the three groups and the results were analyzed by conducting one-way-analysis of covariance (ANCOVA), which revealed a significant difference among the three groups. The proactive group outperformed the reactive and control groups both in comprehension and production of modal auxiliaries. Regarding the qualitative section of the study, which was accomplished through an oral interview, the majority of the students highly favored the power point presentations, teachers' explanations, and video clips. In terms of the students' overall attitudes towards the instruction they were exposed to, the proactive and the reactive groups indicated more satisfaction than the control group. The findings of the study offer noteworthy pedagogical implications for EFL instructors, learners, and researchers. Resorting to focus on form activities while teaching grammar and producing the relevant instructional materials, which in turn entails more attention to multimodality can lead to higher grammar achievement on the part of language learners.

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دانشگاه وليعصر رفسنجان

محمد حسن زاده

زبان انگليسي

غلامرضا روحاني