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Academic Paper


Title: Processing Instruction and Meaningful Output-Based Instruction: Effects on second language development
Author: Kara Morgan-Short
Email: click here TO access email
Institution: University of Illinois at Chicago
Author: Harriet Wood Bowden
Institution: Georgetown University
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: This study investigates the effects of meaningful input- and output-based 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 input-based but also output-based instruction can lead to linguistic development.

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This article appears IN Studies in Second Language Acquisition Vol. 28, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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