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Ann誰e Inth辰nam

This article reports on a small study that investigated whether "pushing" learners to produce more accurate output through requests for clarification leads to improved acquisition of past tense verb forms. Six learners were divided into experimental and control groups and completed communication tasks with their teacher. The experimental group received clarification requests when producing incorrect past tense forms on the first task, while the control group did not. Both groups improved their accuracy initially, but the experimental group sustained gains without clarification on the second task, suggesting "pushing" supports acquisition over time for some learners.

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Presented by Channarong Boonlakkham Priyaphon Inthanam
This article reports a small-scale study which provides some evidence to suggest that 'pushing' learners to produce more accurate output, by the teacher making requests for clarification, contributes to acquisition. demonstrates how this might be achieved by using focused communication tasks as part of classroom pedagogy.
The purpose of the study Answer two research questions 1. Does 'pushing' learners by means of requests for clarification result in more accurate use of past tense verb forms in communication? 2. Do learners continue to show improved accuracy in the use of past tense verb forms in subsequent communication when there is no attempt to 'push' them?
The tasks The two picture jigsaw communication tasks of the kind described in the previous section. The first picture described events that happened the previous weekend. The second picture described events that happened in day before at the office
Example picture (task)
Tasks and procedure Six adult learners of L2 divided into two groups, the experimental group and the control group preformed the tasks individually with their regular teacher. experimental group control group
Tasks and procedure The first occasion the experimental group received requests for clarification every time they produced an utterance in which the verb was not in the past tense, or the past tense was incorrectly formed. experimental group (first occasion) Yesterday He is painting the house. Yesterday he was ? Yesterday He was painting the house.
Tasks and procedure On the second occasion, they received only general requests for clarification and never when an utterance contained an incorrect verb form. experimental group (Second occasion) Yesterday He is painting the house. Sorry? Yesterday He was painting the house.
The control group received general requests for clarification, none of which followed an utterance containing a verb incorrectly marked for past tense, on both occasions Tasks and procedure control group (first and second occasion) Yesterday He is painting the house. Sorry?
Analysis and Results
Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
According to the table Producing a substantial number of errors
Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
According to the table Producing a substantial number of errors The learners reformulated their utterances sustained the gain in accuracy with no attempt to 'push'
Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
According to the table Producing a substantial number of errors The learners reformulated their utterances sustained the gain in accuracy with no attempt to 'push' Both learners improved on their initial level of accuracy.
Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
We will conclude that Pushing' learners to improve the accuracy of their production results not only in immediate improved performance but also in gains in accuracy over time. 'pushing' learners to make their output more comprehensible leads to linguistic development only in some learners.
Conclusion One of the purposes of this article was to explain and illustrate what a focused communication task consists of. Methodologically-focused communication tasks, however, will only be of practical use if they can be used to 'teach' a range of different structures. It is also possible, as the study indicated that some learners will not benefit much from being 'pushed' while interacting
Conclusion Finally, it is necessary to consider in what way focused communication activities can aid 'acquisition'. 1) acquisition as the internalization of new forms 2) acquisition as the increase in control over forms that have already been internalized
Learner: But he sleep. He becomes a sleep. Teacher: Sorry? Learner: But he sleep. He become asleep

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  • 2. This article reports a small-scale study which provides some evidence to suggest that 'pushing' learners to produce more accurate output, by the teacher making requests for clarification, contributes to acquisition. demonstrates how this might be achieved by using focused communication tasks as part of classroom pedagogy.
  • 3. The purpose of the study Answer two research questions 1. Does 'pushing' learners by means of requests for clarification result in more accurate use of past tense verb forms in communication? 2. Do learners continue to show improved accuracy in the use of past tense verb forms in subsequent communication when there is no attempt to 'push' them?
  • 4. The tasks The two picture jigsaw communication tasks of the kind described in the previous section. The first picture described events that happened the previous weekend. The second picture described events that happened in day before at the office
  • 6. Tasks and procedure Six adult learners of L2 divided into two groups, the experimental group and the control group preformed the tasks individually with their regular teacher. experimental group control group
  • 7. Tasks and procedure The first occasion the experimental group received requests for clarification every time they produced an utterance in which the verb was not in the past tense, or the past tense was incorrectly formed. experimental group (first occasion) Yesterday He is painting the house. Yesterday he was ? Yesterday He was painting the house.
  • 8. Tasks and procedure On the second occasion, they received only general requests for clarification and never when an utterance contained an incorrect verb form. experimental group (Second occasion) Yesterday He is painting the house. Sorry? Yesterday He was painting the house.
  • 9. The control group received general requests for clarification, none of which followed an utterance containing a verb incorrectly marked for past tense, on both occasions Tasks and procedure control group (first and second occasion) Yesterday He is painting the house. Sorry?
  • 11. Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
  • 12. According to the table Producing a substantial number of errors
  • 13. Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
  • 14. According to the table Producing a substantial number of errors The learners reformulated their utterances sustained the gain in accuracy with no attempt to 'push'
  • 15. Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
  • 16. According to the table Producing a substantial number of errors The learners reformulated their utterances sustained the gain in accuracy with no attempt to 'push' Both learners improved on their initial level of accuracy.
  • 17. Analysis Correct and incorrect use of the past tense in two administrations of communication tasks Experimental Control 1 2 3 1 2 3 first administration: Obligatory occasions 13 20 24 14 19 17 Correct 4 9 3 7 9 0 Incorrect 9 11 21 7 10 17 %correct 31 45 13 50 48 0 Correctly reformulated 4 7 2 - - - %correct after reformulation 44 64 10 - - - Second administration: Obligatory occasions 9 26 21 15 12 16 Correct 8 16 1 7 6 1 Incorrect 1 10 23 8 6 15 %correct 89 62 4 47 50 6
  • 18. We will conclude that Pushing' learners to improve the accuracy of their production results not only in immediate improved performance but also in gains in accuracy over time. 'pushing' learners to make their output more comprehensible leads to linguistic development only in some learners.
  • 19. Conclusion One of the purposes of this article was to explain and illustrate what a focused communication task consists of. Methodologically-focused communication tasks, however, will only be of practical use if they can be used to 'teach' a range of different structures. It is also possible, as the study indicated that some learners will not benefit much from being 'pushed' while interacting
  • 20. Conclusion Finally, it is necessary to consider in what way focused communication activities can aid 'acquisition'. 1) acquisition as the internalization of new forms 2) acquisition as the increase in control over forms that have already been internalized
  • 21. Learner: But he sleep. He becomes a sleep. Teacher: Sorry? Learner: But he sleep. He become asleep