10.30495/jntell.2023.1984699.1058

Effect of Consciousness-raising via Vocabulary Input Flooding on Iranian Intermediate Learners’ Writing Fluency

PDF
  • Saeideh Fatahzadeh1,
  • sajad Shafiee*2,
  • Fariba Rahimi Esfahani2,
  1. PhD Candidate, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
  2. Assistant Professor, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Revised: 2023-04-25

Accepted: 2023-06-28

Published in Issue 2023-01-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Fatahzadeh, S., Shafiee, sajad, & Rahimi Esfahani, F. (2023). Effect of Consciousness-raising via Vocabulary Input Flooding on Iranian Intermediate Learners’ Writing Fluency. Journal of New Trends in English Language Learning (JNTELL), 2(1), 85-95. https://doi.org/10.30495/jntell.2023.1984699.1058
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 194

Abstract

This study aimed to explore the impact of consciousness-raising via vocabulary input flooding on Iranian
intermediate learners’ writing fluency. To this purpose, 80 EFL learners were selected as intermediate participants
through a language proficiency test (OPT), and randomly divided into an experimental group and a control group,
each including 40 intermediate male and female learners. The treatment for the experimental group lasted 13 twohour sessions in which the participants were exposed to consciousness-raising tasks via vocabulary input flooding.
the control group received no treatment and just followed the conventional teaching procedures. At the end of the
treatment, a writing test was administered for both groups, and the collected data was analyzed using paired-samples
t-test The results of data analysis showed that the experimental group significantly outperformed the control group
in writing fluency. This finding might have theoretical and pedagogical implications for language teachers/learners,
curriculum designers, ELT policy-makers, and stakeholders

Keywords

  • Consciousness-raising,
  • Intermediate Learners,
  • Writing Fluency,
  • Vocabulary Input Flooding
PDF

References

  1. Ahmadi, A., Ghafarsamar, R., & Yazdanimoghaddam, M. (2011). Teaching requestive downgraders in
  2. L2: How effective are input-based and output-based tasks? IJAL, 14(2), 1-30.
  3. Alcon-Soler, E. (2005). Does instruction work for learning pragmatics in the EFL context? System, 33(3),
  4. -435.
  5. Alegría de la Colina, A., García Mayo, M.D. (2009). Oral interaction in task-based EFL learning: The
  6. use of the L1 as a cognitive tool. International Review of Applied Linguistics, 47 (3–4), 325–345.
  7. Arshad, Z., Abdolrahimpour, M., Najafi, M, R., (2015). The Use of L1 as a Consciousness-raising Tool
  8. in Teaching Grammar to Beginner and Upper-intermediate EFL Students. Journal of Language
  9. Teaching and Research, 6 (3), 633-638.
  10. Barekat, B., & Mehri, M. (2013). Investigating the effect of metalinguistic feedback in L2 pragmatic
  11. instruction. International Journal of Linguistics, 5(2), 197-208.
  12. Butzkamm Behrouzi, P., Kazemirad, F. (2012). The effect of consciousness-raising tasks on Iranian
  13. elementary EFL learners' syntax acquisition. International Journal of Linguistics, 4(2), 334-341.
  14. Fatahzadeh, Shafiee, & Rahimi Esfahani- JNTELL, Volume 2, Issue 1, Spring 2023
  15. Ellis, R. (1993). Naturally simplified input, comprehension and second language acquisition. In M.
  16. Tickoo (Ed.), Simplification theory and application. Singapore: SEAMEO Regional Language
  17. Centre.
  18. Ellis, R. (2002). Grammar teaching–practice or consciousness-raising? In J. C. Richards, & W. A.
  19. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167-
  20. . Cambridge: Cambridge University Press.
  21. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  22. Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3),
  23. -208.
  24. Fellner, T., Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The JALT
  25. CALL Journal, 2(1), 15-26.
  26. Fotos, S., Ellis, R. (1991). Communicating about Grammar: a Task-based Approach. TESOL Quarterly,
  27. (4), 605 - 628.
  28. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar
  29. consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351.
  30. Gomez Martinez, S., Fuertes Olivera, P.A. (2003). A Revision of the Role L1 Plays in Second Language
  31. Learning. In P. A. García & J. R. Fernández Suárez (Eds.), Estudios de Filología Inglesa.
  32. Homenaje al Profesor José María Ruiz (pp. 193-205). Valladolid: University of Valladolid.
  33. Moradkhan, D., Sohrabian, R. (2009). Grammatical Consciousness-Raising Tasks and the Improvement
  34. of Iranian Students’ Knowledge of Grammar. Journal of Teaching English as a Foreign
  35. Language and Literature, 1(4), 57-71.
  36. Nosratinia, M., Roustayi, S. (2014). The Effect of Grammar Consciousness-Raising Tasks on EFL
  37. Learners' Reading Comprehension and Writing Ability. IOSR Journal Of Humanities And Social
  38. Science. 19(3), 203-216.
  39. O’Brien, J. (2015). Consciousness-raising, Error Correction and Proofreading. Journal of the Scholarship
  40. of Teaching and Learning, 15 (3), 85-103.
  41. Roza, V. (2014). A Model of Grammar Teaching Through Consciousness-raising Activities.
  42. International Journal on Studies in English Language and Literature, 2(3), 1-5.
  43. Richards, J. C. (2002). Addressing the grammar gap in task work. In J. C. Richards, & W. A. Renandya
  44. (Eds.), Methodology in language teaching: An anthology of current practice (pp. 153-166).
  45. Cambridge: Cambridge University Press.
  46. Scott, V. M., De la Fuente, M. J. (2008). What is the problem? L2 learners’ use of the L1 during
  47. consciousness-raising form-focused tasks. The Modern Language Journal, 92(1), 100-113.
  48. Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis, & D.
  49. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17-30). Oxford: Heinemann.
  50. English Language Teaching, 7(2), 97-115.
  51. Skehan, P., and Foster, P. (1997). Task type and task processing conditions as influence on foreign
  52. language performance. Language Teaching Research, 1, 185 – 211.
  53. Smith, M.S. (1981). Consciousness-raising and the second language learner. Applied Linguistics, 2 (2),
  54. -168.
  55. Effect of Consciousness-raising via Vocabulary Input …
  56. Takimoto, M. (2006). The effects of explicit feedback and form–meaning processing on the development
  57. of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614.
  58. Tajeddin, Z., Hosseinpur, R. M. (2014). The Role of Consciousness-Raising Tasks on EFL Learners'
  59. Microgenetic Development of Request Pragmatic Knowledge. Iranian Journal of Applied
  60. Linguistics, 7 (1), 147-187.
  61. Thornbury, S. (1999) How to Teach Grammar. Harlow: Longman.