| This study, putting its attention on post-task period of task-based language teaching, aimed to explore the effects of post-task focus on form on the acquisition of indirect speech. The participants of this study is middle school students at grade nine. Based on related papers I have read, two questions were raised below:1.What effect does post-task focus on form have on learners’ noticing of indirect speech? 2.What effect does post-task focus on form have on learners’ acquisition of indirect speech?In order to answer the questions above, the author did an experiment consisting of six periods:pretest, treatment, post-tests and delayed post-test, and interview. The participants were 107 students at grade nine, of them,53 in the experimental group and 54 in control group respectively. The tools used in pretest and post-tests are written tests. The data of pretest showed that there was no significant difference between two groups in the proficiency of using English but both of the two had a problem in indirect speech. During instructional treatment, namely post-task period, the teacher presented input material to students for reference and the students were supposed to check their work on the basis of the material on their own. Students in the experiment group received the enhanced input while students in the control group were exposed to regular input. Then, all participants were supposed to take three post-tests to explore whether the enhanced input made an effect on the learning of indirect speech. Then SPSS 21.0 was applied to make T-test analyses between the groups and within the groups.It was reported in the study, enhance input have a positive effect on the acquisition of indirect speech, which can be illustrated in the following two parts:1) The enhanced input can greatly draw learners’ attention to the transformation of persons, verbs of tense.2) By noticing, the learners can remember the transformation better and then acquire indirect speech. |
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