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The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote

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JournalLanguage Learning
DatePublished - Dec 2011
Issue number4
Volume61
Number of pages40
Pages (from-to)1058–1098
Original languageEnglish

Abstract

This study aimed to isolate the effects of the two input activities in Processing Instruction: Referential activities, which force learners to focus on a form and its meaning, and Affective activities, which contain exemplars of the target form and require learners to process sentence meaning. One hundred and twenty 12-year-old Taiwanese learners of L2 English were assigned to one of four groups: Referential + Affective, Referential only, Affective only, or Control. The treatments were computer based. Pre-, post- and delayed post-tests, including a timed grammaticality judgement, a written gapfill, an oral picture narration and a short semi-structured conversation, measured learning of the -ed past tense verb inflection. Findings suggested that Referential activities were responsible for the learning gains observed, that Affective activities did not provide additional benefits in terms of learning -ed, and that the gains observed displayed some broadly defined characteristics of explicit knowledge.

    Research areas

  • second language learning, English learning, grammar teaching, langauge teaching, Processing Instruction

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