Girdi-temelli iki farklı öğretim yönteminin yabancı dil dilbilgisi öğretimine etkileri: Metinsel girdi ve yapılandırılmış girdi alıştırmaları

This quasi-experimental study investigated the effects of two different types of input-based instructions, namely Textual Enhancement (TE) and Processing Instruction (PI) on the acquisition of English Simple Present Tense third person singular form (–s). To this end, elementary level young learners (n = 43) learning English as a Foreign Language (EFL) were employed for the study, and then randomly distributed into two experimental groups as TE and PI groups. Each group received its own specific instruction for two regular classroom hours: the TE group received textual enhancement; the PI group received processing instruction. The groups were assessed within a pretest, an immediate posttest and a delayed posttest design. The assessment materials included one interpretation task (grammaticality judgment task) and two production tasks (form correction and written production tasks). All the instructional and assessment materials used in the study were piloted twice on a similar group of students prior to the main study to check the difficulty level of the instructional materials, the reliability of the tests and the clarity of the instruction. The overall findings showed that both TE and PI groups improved their performance on the interpretation-level task; however, they failed to improve their performance on the production-level tasks. Key words: Input-based Instructions, Focus-on-form, Textual Enhancement,Processing Instruction, Teaching English to Young Learners