Processing Instruction and Meaningful Output-Based Instruction: Effects on Second Language Development  

Oleh:

Bowden, Harriet Wood ; Morgan, Kara

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 28 no. 1 (Mar. 2006), page 31-65.
Fulltext: out(3).pdf (287.9KB)

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Perpustakaan PKBB Nomor Panggil: 405/SSL/28 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study investigates the effects of meaningful input- and outputbased practice on SLA. First-semester Spanish students (n = 45) were assigned to processing instruction, meaningful output-based instruction, or control groups. Experimental groups received the same input in instruction but received meaningful practice that was input or output based. Both experimental groups showed significant gains on immediate and delayed interpretation and production tasks. Repeated-measures analyses of variance showed that overall, for interpretation, both experimental groups outperformed the control group. For production, only the meaningful output-based group outperformed the control group. These results suggest that not only inputbased but also output-based instruction can lead to linguistic development.

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