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Ahangari, S., Behnam, B., Davatgari Asl, H. (2011). The Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes. Journal of English Language Pedagogy and Practice, 4(9), 1-23.
Saiedeh Ahangari; Biook Behnam; Hanieh Davatgari Asl. "The Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes". Journal of English Language Pedagogy and Practice, 4, 9, 2011, 1-23.
Ahangari, S., Behnam, B., Davatgari Asl, H. (2011). 'The Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes', Journal of English Language Pedagogy and Practice, 4(9), pp. 1-23.
Ahangari, S., Behnam, B., Davatgari Asl, H. The Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes. Journal of English Language Pedagogy and Practice, 2011; 4(9): 1-23.

The Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes

Article 1, Volume 4, Issue 9, Summer and Autumn 2011, Page 1-23  XML PDF (103.54 K)
Document Type: Research Paper
Authors
Saiedeh Ahangari1; Biook Behnam1; Hanieh Davatgari Asl2
1Department of English, Islamic Azad University, Tabriz Branch, Tabriz, Iran
2Department of English, Islamic Azad University, Ahar Branch, Ahar, Iran
Abstract
The current study examines the impact of different task types on learning prepositions in form and meaning- focused interaction enhancement- based classes. The participants were 57 second Year University students enrolled in three intact lab classes at Tabriz Islamic Azad University.  The first group was provided with form-focused interaction enhancement, the second with the meaning-focused interaction enhancement, and the third was the control group which received no interaction enhancement. During 12 sessions, the participants practiced using prepositions employing oral picture description and written picture description tasks. Having practiced using prepositions during the term using different tasks, the participants were presented with Oral Picture Description (OPD), and Written Picture Description (WPD) tasks in posttest. The results indicated that there are differences among the participants regarding their use of prepositions in performing oral picture description task in form and meaning–focused interaction enhancement- based classes. It also became clear that the group with meaning focused interaction enhancement outperformed the group with form- focused interactionenhancement and the control group. There were also differences among the participants of the three groups regarding their use of prepositions in WPD task in form and meaning -focused interaction enhancement- based classes. 
Keywords
Form- Focused Interaction Enhancement; Meaning- Focused Interaction Enhancement. Oral Picture Description Task; Written Picture Description Task
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