The Effects of Pre- Versus Post-Presentation Input Flooding via Reading on the Young Iranian EFL Learners' Acquisition of Simple Past Tense

Autor/inn/en	Rikhtegar, Omid; Gholami, Javad
Titel	The Effects of Pre- Versus Post-Presentation Input Flooding via Reading on the Young Iranian EFL Learners' Acquisition of Simple Past Tense
Quelle	In: English Language Teaching, 8 (2015) 3, S.80-88 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Control Groups; Statistical Analysis; Institutes (Training Programs); Morphemes; Foreign Countries; Experimental Groups; Error Analysis (Language); Pretests Posttests; Linguistic Input; Reading Processes; Teaching Methods; Adolescents; Preadolescents; Language Tests; Student Placement; Regression (Statistics); Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Statistische Analyse; Sommerakademie; Morphem; Ausland; Error analysis; Language; Fehleranalyse; Sprachbildung; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Language test; Sprachtest; Schülerpraktikum; Regression; Regressionsanalyse
Abstract	The purpose of this study was to find out the possible effects of pre-versus post-presentation input flooding via reading on simple past tense acquisition among young Iranian EFL learners. Sixty one elementary EFL learners were divided into two experimental and one control group. The experimental groups were exposed to pre and post presentation input flooding via reading while the control group received the traditional method of teaching grammar at a private language institute. A dictogloss activity was also used to check the number of ongoing grammatical errors in all groups. The treatment was conducted in thirty minutes of twelve sessions for about two months. ANCOVA and one way ANOVA results of both post-test and dictogloss indicated the significant effects of pre- and post-presentation input flooding via reading on the acquisition of simple past tense. However, the results of posttest indicated that pre- and post-presentation input flooding groups performed fairly similarly while the results of dictogloss showed the outperformance of the former to the latter. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01