چکیده

This study provides field research evidence on the efficiency of a "Student-selected" peer review assignment protocol as compared to the typically implemented "Teacher-Assigned-Pair" protocol in doing some lexical and grammatical language related episodes(LREs) . The study employed 60 undergraduate Medical students attending a general English course at Lorestan University of Medical Sciences who were randomly assigned into three groups (two experimental groups and a control group)_based on an Oxford Placement Test (OPT) and an interview: Free-Selection group (FS)(students were allowed to freely explore and select peer work) ,Teacher-Assigned group(TA)(the teacher assigned students to work in pairs) ,and a Control group (there is no pair and students had to work individually). The three groups took a pre-test on the prescribed material prior to the treatment. In the instructional phase of the study, the experimental groups (TA,FS groups) worked on some lexical and grammatical LREs in pairs during a period of 6 months while participants in the control group did the same job individually and not in pairs. At the end of the treatment, all three groups took a post-test .The quantitative analysis of the data indicated that students following Teacher-Assigned protocol demonstrate a better domain learning outcomes over lexical and grammatical language related episodes and outperformed the other two groups. An ANOVA provides evidence that the TA condition can be multiply beneficial to students who engage in peer review activities.

کليدواژه ها

Pair formation method,language related episodes, teacher assigned pair, free selection pairs

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Mansooreh Amiri , 1398 , Task modality and pair formation method through language related episodes(LREs) and L1 use:a study of grammatical and lexical items , اولين کنفرانس بين المللي مطالعات زبان انگليسي