The Impact of Language Play-Oriented Tasks with Planned Focus on Form on Iranian EFL Learners' Accuracy in Controlled Writings

Autor/inn/en	Gholami, Javad; Gholizadeh, Mitra
Titel	The Impact of Language Play-Oriented Tasks with Planned Focus on Form on Iranian EFL Learners' Accuracy in Controlled Writings
Quelle	In: Journal of Language and Linguistic Studies, 11 (2015) 1, S.117-136 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Play; Learning Activities; Pretests Posttests; Pragmatics; Syntax; Audio Equipment; Language Usage; Task Analysis; Semantics; Teaching Methods; Females; High School Students; Statistical Analysis; Reliability; Qualitative Research; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Spiel; Lernaktivität; Pragmalinguistik; Audio-CD; Sprachgebrauch; Aufgabenanalyse; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Reliabilität; Qualitative Forschung
Abstract	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 audio recordings 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. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01