چكيده
Weak interface model providing consciousness-raising tasks, drawing attention for noticing and noticing the gap is intended to turn learners’ explicit knowledge into implicit knowledge. The current study was conducted for checking the effect of weak interface model on structural knowledge of Iranian introvert and extrovert lower-intermediate EFL learners. Considering the problems in utilizing grammar correctly and answering the objectives of the study, a true experimental research was designed for attaining the objectives of the study. A cohort of 205 language learners were selected randomly. They received quick oxford placement test (QOPT). Based on QOPT categorizing chart, 111 learners with grades between18 to 29 were selected as lower-intermediate. In the pursuit of the objectives of the study and based on the result of the QOPT, the selected participants received Eysenck Personality Inventory (EPI) in order to categorize them into introverts and extroverts. These learners were positioned randomly in experimental and control groups both involving introvert and extrovert groups. In this study, weak interface model was implemented by providing consciousness-raising tasks, noticing and noticing the gap processes. During treatment sessions, learners in experimental groups received consciousness-raising tasks and their attention was directed to target language (TL) features. Noticing and noticing the gap occurred by receiving both correct and incorrect forms of a feature. Learners had to analyze errors, build hypothesis and check it on other examples, and they had interactions and negotiated over structures in order to solve the problem in the structures. They had to discover rules for the structures, and they had refreshing texts. Learners received explicit corrective feedbacks for their errors. The obtained results of the study revealed that weak interface model had a significant effect on Iranian extrovert lower-intermediate EFL learners' structural knowledge. Therefore, it is recommended that weak interface to be taken into consideration by teacher trainers, language instructors, syllabus designers, language learners and policy makers.
Keyword: Explicit knowledge – Introvert - Extrovert
