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Input, input processing, and output: A study with discourse-level input and the French causative
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Wynne Wong
Published/Copyright:
May 29, 2015
Abstract
This study examines the effects of input-oriented instruction and instruction that involves cycles of input plus output via three learning conditions with discourse-level input: (1) an input-oriented task in the form of a structured input reading activity, (2) a reading activity with comprehension questions, and (3) an input plus output-oriented task in the form of a text reconstruction activity, on the learning of the French causative structure. Results revealed that participants who engaged in the structured input reading activity performed significantly better than those in the other two learning conditions on both an interpretation and a production task.
Published Online: 2015-5-29
Published in Print: 2015-6-1
©2015 by Walter de Gruyter Berlin/Boston
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Keywords for this article
processing instruction;
structured input;
output;
discourse-level input;
French causative
Articles in the same Issue
- Frontmatter
- Introduction to the Special Issue
- Foundations of processing instruction
- The milestones in twenty years of processing instruction research
- The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive
- Primary and secondary effects of processing instruction on Spanish clitic pronouns
- Input, input processing, and output: A study with discourse-level input and the French causative
- Processing instruction on the Spanish passive with transfer-of-training effects to anaphoric and cataphoric reference contexts
- Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals
- The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands
- A commentary on processing instruction
