The Role of Textual Input Enhancement on Intake and Acquisition of Iranian Learner’s Written Performance

The main purpose of the study was to investigate the role of textual input enhancement and acquisition of Iranian learners written performance. The used materials of this study adopted from book was selected to complete the process of learning conjunctions and help student to do exercise. The design of the study was a quasi-experimental research. Participants took a homogeneity test and were assigned to two experimental groups and a control group in Adyban English Language Institute in Ahvaz. Then, sixty-nine learners were divided into three groups. The two experimental groups used attention drawing techniques to choose or underline the correct connectors in the texts. The control group was simply exposed to read the text and exercise the drills of grammar in their text. The age of them ranged from ۱۶ to ۳۲.The students' homogeneity by giving Oxford Quick Placement Test (OQPT) to ۸۸ learners.Data will be analyzed through compare them between and within group probable differences of the control and experimental groups before and after the instruction, One-way ANOVA, Post-hoc Scheffe test were used on the data obtained from the pre-test, the immediate post-test and the delayed post-test. The statistical method is done through descriptive and inferential statistics through IBM SPSS version۲۱.The results showed that both attention drawing techniques had a significant effect on the intake of the targeted forms of connectors. Implications of the study suggest that the attention drawing techniques can enhance learning connectors and they may be effective in teaching grammar to the pre- intermediate learners.

کلیدواژه ها:

Connectors ، Delayed Post-Test ، Immediate Post-Test ، Input Enhancement ، Intake ، One-Way ANOVA ، Quasi-Experimental Research