The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place

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Published: Jan 7, 2018
Updated: 2018-01-07
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2018-01-07 (1)
DOI: https://doi.org/10.18844/gjflt.v7i2.2993

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Islam Namazian Doost
Islamic Azad University, Shahrekord Branch, 166 Shahrekord, Iran.
Soheila Tahmasbi
Islamic Azad University, Abadan Branch, Abadan, Iran

Abstract

This study aims to investigate the possible effects of peripheral learning on elementary EFL learners’ grammar improvement: the case of prepositions of time and place. Two elementary classes were selected as experimental and control groups. Before beginning the treatment, a grammar test was administered to both the groups as a pre-test. Then, as treatment, the experimental group was exposed to realia, pictures, posters and texts, while the control group was not. After term-long treatment of 10 weeks, the two groups received the same grammar test as post-test. The results of t-test showed that the experimental group improved their grammar ability, i.e., knowledge of prepositions of time and place more than their friends in the control group. The finding of the study may open an optional path for teachers to include some peripheral materials in their teaching environment to further invest on unconscious learning abilities of the students.


 


Keywords: Peripheral learning, reposition of time, prepositions of place, grammar.

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How to Cite
Doost, I. N., & Tahmasbi, S. (2018). The effect of peripheral learning on elementary EFL learners’ grammar improvement: The case of prepositions of time and place. Global Journal of Foreign Language Teaching, 7(2), 91–100. https://doi.org/10.18844/gjflt.v7i2.2993
Issue
Vol. 7 No. 2 (2017): May
Section
Articles
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