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Academic Paper


Title: A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners
Author: Natsuko Shintani
Email: click here to access email
Homepage: http://www.education.auckland.ac.nz/people/n-shintani#
Institution: University of Auckland
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: The study reported in this article investigated the comparative effects of two types of treatment – one of which emphasized input and the other output – on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6–8 were divided into three groups (input-based, productionbased and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production.
Type: Individual Paper
Status: Completed
Publication Info: Language Teaching Research 15(2), 137-158


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