NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Processing Instruction with Structured/Unstructured Output: Does It Make Any Changes in Automatic/Non-Automatic Explicit Grammar Knowledge?
Peer reviewed Peer reviewed
Direct linkDirect link
Bita Aghaei Aghdam; Mahnaz Saeidi; Farahman Farrokhi – Language Teaching Research, 2025
Research has underscored the separate role of output to promote processing instruction (PI) effects in language learning. Yet, there is a need to scrutinize the interplay between structured output (SO) and unstructured output (USO) within PI to understand how innovative combinations may enhance ultimate educational attainment. The present…
Descriptors: Grammar, Teaching Methods, Language Processing, Second Language Learning
The Relative Efficacy of Input Enhancement, Input Flooding, and Output-Based Instructional Approaches in the Acquisition of L2 Request Modifiers
Peer reviewed Peer reviewed
Direct linkDirect link
Fakher Ajabshir, Zahra – Language Teaching Research, 2022
This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests…
Descriptors: Pragmatics, Linguistic Input, Second Language Learning, Second Language Instruction