The effectiveness of pair and individual output tasks on learning the English past passive voice  

Oleh:

Helen ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 194-196.
Topik: output tasks; English past passive; collaborative work; sociocultural theory
Fulltext: 194-196.Helen, David Wijaya.pdf (258.91KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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It has been argued that output plays a prominent role in second language learning. Through output, the learner can notice a gap in his or her knowledge of, test their hypothesis about and reflect on the language they are learning. From a sociocultural perspective, social interaction not only pushes learners to produce output, but also allows them to solve linguistic problems collaboratively and thereby internalize and improve their knowledge. This suggests that doing classroom language-related work collaboratively may benefit learners. However more research is needed to investigate if collaborative work is indeed beneficial when different grammatical structures which are more complex are addressed. Thus, the study that we will present at this conference aimed to investigate if having learners work in pairs in learning a highly complex grammatical structure can really result in significant improvement among learners. The structure targeted in the study reported here is the English past passive. We chose this target structure because it is highly complex in terms of form, meaning and use. Researchers have argued that learners tend to assign the role of agent to the first noun in the sentence, however, in passive voice, the first noun is the patient. Moreover, the structure consists of be + past participle, which is more complex than the active voice. Thus, targeting this structure will reveal the extent to which our treatment is effective. The participants were 30 secondary school learners in a school in Jakarta. They received explicit instruction on the target structure, namely the English past passive, and did an editing task in pairs. A grammaticality judgment test was used to elicit data. A pretest, posttest and delayed posttest were administered to investigate if the participants experienced significant gains. Results indicated an improvement from pretest to delayed posttest, however there was no significant difference between the pretest and the posttest. Pedagogical implications and limitations of the study will be discussed.

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