File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form

TitleDiscourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form
Authors
KeywordsEnglish causative
short-term effects
long-term effects
structured output
discourse-level tasks
Structured input
Issue Date2019
Citation
Language Awareness, 2019, v. 28, n. 2, p. 77-96 How to Cite?
Abstract© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide answers to the questions formulated in this study, one classroom experiment was carried out. Sixty-eight school-age Greek learners (aged 10–12) participated. The participants were randomly assigned to three groups: SI only group (n = 22); structured output only group (n = 22); combined SI and structured output group (n = 24). Subjects who scored lower than 50% in the pre-tests were included in the final data collection. Instruction lasted for 3 h. The design included a delayed post-tests battery (immediate, 3 weeks after instruction, 24 weeks after instruction). The assessment tasks included an interpretation and production task at discourse-level. The results indicated that learners who received SI both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains 3 weeks after instruction (short-term effects) in all assessment measures. Long-term effects after 6 months were also investigated.
Persistent Identifierhttp://hdl.handle.net/10722/288944
ISSN
2023 Impact Factor: 1.5
2023 SCImago Journal Rankings: 0.849
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorBenati, Alessandro-
dc.contributor.authorBatziou, Maria-
dc.date.accessioned2020-10-12T08:06:16Z-
dc.date.available2020-10-12T08:06:16Z-
dc.date.issued2019-
dc.identifier.citationLanguage Awareness, 2019, v. 28, n. 2, p. 77-96-
dc.identifier.issn0965-8416-
dc.identifier.urihttp://hdl.handle.net/10722/288944-
dc.description.abstract© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide answers to the questions formulated in this study, one classroom experiment was carried out. Sixty-eight school-age Greek learners (aged 10–12) participated. The participants were randomly assigned to three groups: SI only group (n = 22); structured output only group (n = 22); combined SI and structured output group (n = 24). Subjects who scored lower than 50% in the pre-tests were included in the final data collection. Instruction lasted for 3 h. The design included a delayed post-tests battery (immediate, 3 weeks after instruction, 24 weeks after instruction). The assessment tasks included an interpretation and production task at discourse-level. The results indicated that learners who received SI both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains 3 weeks after instruction (short-term effects) in all assessment measures. Long-term effects after 6 months were also investigated.-
dc.languageeng-
dc.relation.ispartofLanguage Awareness-
dc.subjectEnglish causative-
dc.subjectshort-term effects-
dc.subjectlong-term effects-
dc.subjectstructured output-
dc.subjectdiscourse-level tasks-
dc.subjectStructured input-
dc.titleDiscourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09658416.2019.1604721-
dc.identifier.scopuseid_2-s2.0-85066897020-
dc.identifier.volume28-
dc.identifier.issue2-
dc.identifier.spage77-
dc.identifier.epage96-
dc.identifier.eissn1747-7565-
dc.identifier.isiWOS:000470547200001-
dc.identifier.issnl0965-8416-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats