Second Language Acquisition (SLA)
Nasser Rashidi; Amir Naami
Abstract
This article was intended to investigate and compare the impact of three types of verbalization within Systemic Theoretical Instruction on the L2 learners’ knowledge of past voice. To this end, four EFL intact classrooms from a high school in Iran were chosen and randomly assigned to one control ...
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This article was intended to investigate and compare the impact of three types of verbalization within Systemic Theoretical Instruction on the L2 learners’ knowledge of past voice. To this end, four EFL intact classrooms from a high school in Iran were chosen and randomly assigned to one control and three experimental groups. The experimental groups received their respective treatment, that is, communicated thinking, dialogic thinking and, communicated plus dialogic thinking while the control group received instruction about the same target structure, here, passive voice through a deductive lesson. The first part of the result proved that STI in its all conceptualizations was an effective pedagogical option. The result also showed that communicated and communicated plus dialogic procedures had an advantage over the dialogic one both in the immediate and delayed posttests. This finding could be attributed to the unique nature of communicated thinking combining the mediation through concepts of STI with the mediation through interaction of dynamic assessment.