Thesis (M.A.) - Cairo University - Faculty of Arts - Department of English

The present study examines the impact of Strategic Interaction (SI) on the acquisition of English relative clauses (RCs) by Egyptian EFL learners. Although the structure of the relative clause exists in the Arabic Language, Arab learners of English have many problems producing the RCs in English. SI, the treatment of the study, is a treatment that guides learners to focus on form by providing interactional modifications (feedback) and leads learners to produce modified output within a problem-solving task (Scenario). Two different SI treatments were employed: SI and SI plus Input Flooding (IF) over the period of six weeks. The IF is a large quantity of input of the target structure the learners receive through listening and reading activities. The two treatments were compared to the Control Group that received regular communicative instruction. There were four data collection tools.The pre- and post-tests were in the form of a grammar judgment exercise, sentence combining and a production task (writing) to compare the subjects{u2019} ability to use RCs accurately. The scenario in the treatment was also a tool to measure the frequency and accuracy of the RCs. The last measuring tool was the attitude questionnaire which measured the subjects{u2019} attitude towards the treatment. The study adopted a qualitative-quantitative approach to analyse the data. Statistical analysis and figures were used to interpret and display numerical data. The experiment led to these major findings: (1) SI had positive effects on the acquisition of Relative Clauses among Egyptian EFL learners. (2)When adding Input Flooding of the target structure before the treatment, there was no difference in the accuracy of producing RCs; however, the groups who were exposed to Input Flooding produced more RCs during their scenarios. (3) Learners showed a positive attitude towards SI as a learning tool

Issued also as CD