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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 79 1 Formal linguistics approaches to adult second language acquisition and processing Rothman, Jason; Cunnings, Ian; Bayram, Fatih. - : Cambridge University Press, 2019 BASE Show details 2 Task Condition Effects on Advanced-Level Foreign Language Performance Skehan, Peter; Bui, Gavin; Wang, Zhan. - : John Wiley & Sons, Inc., 2018 BASE Show details 3 Inflectional morphology Slabakova, Roumyana. - : Wiley-Blackwell, 2018 BASE Show details 4 The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms Benati, Alessandro; Batziou, Maria. - : Walter de Gruyter GmbH, Berlin/Boston, 2017 Abstract: The present study explores the effects of structured input and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of processing instruction and meaning output-based instruction has provided some interesting and sometimes conflicting results. Additionally, there are a number of issues (e.g., measuring a combination of structured input and structured output, measuring discourse-level effects) that have not been fully and clearly addressed. To provide answers to the questions formulated in this study, two classroom experiments were carried out. In the first study, fifty-four Chinese university students (age 18-20) participated. The participants were randomly assigned to four groups: structured input only group (n=13); structured output only group (n=15); combined structured input and structured output group (n=16); control group (n=10). In the second study, thirty school-age Greek learners (age 10-12) participated. The participants were randomly assigned to three groups: structured input only group (n=10); structured output only group (n=10); combined structured input and structured output group (n=10). Only subjects who participated in all phases of each experiment and scored lower than 60% in the pre-tests were included in the final data collection. Instruction lasted for three hours. The control group received no instruction on the causative structure. Interpretation and production tasks were used in a pre-test and post-test design. The design included a delayed post-test battery (3 weeks after instruction) for both experiments. In the first study, the assessment tasks included an interpretation and production task at sentence-level, and an interpretation task at discourse-level. In the second study, an additional discourse-level production task was adopted along with the interpretation discourse-level task. The results indicated that learners who received structured input both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains three weeks later in all assessment measures. Keyword: P Philology. Linguistics URL: https://doi.org/10.1515/iral-2016-0038 http://gala.gre.ac.uk/id/eprint/15631/ http://gala.gre.ac.uk/id/eprint/15631/1/15631%20BENATI_English_Causative_Forms_2016.pdf http://gala.gre.ac.uk/id/eprint/15631/2/15631%20BENATI_English_Causative_Forms_2016.pdf BASE Hide details 5 Thinking outside the box: processing instruction and individual differences in working memory capacity Peter, Stephanie Andrea. - 2016 BASE Show details 6 Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar Benati, Alessandro. - : Palgrave Macmillan, 2016 BASE Show details 7 Input manipulation, enhancement and processing: Theoretical views and empirical research Benati, Alessandro. - : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2016 BASE Show details 8 Second Language Acquisition: A theoretical introduction to real world applications Angelovska, Tanja; Benati, Alessandro. - : Bloomsbury, 2016 BASE Show details 9 The role of grammar instruction in second language learning and teaching Benati, Alessandro. - 2016 BASE Show details 10 Second language research: Key methodological frameworks Benati, Alessandro G.. - : Walter de Gruyter GmbH, 2015 BASE Show details 11 Introduction to the Special Issue Benati, Alessandro; Lee, James F.. - : Walter de Gruyter GmbH, Berlin/Boston, 2015 BASE Show details 12 The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive Benati, Alessandro. - : Walter de Gruyter GmbH, Berlin/Boston, 2015 BASE Show details 13 Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers Benati, Alessandro. - 2015 BASE Show details 14 Rethinking grammar teaching Benati, Alessandro. - 2015 BASE Show details 15 Key terms in second language acquisition Benati, Alessandro G.; VanPatten, Bill. - : Bloomsbury Publishing, 2015 BASE Show details 16 Input manipulations: Structured output and the centrality of meaning in grammar instruction Benati, Alessandro. - 2015 BASE Show details 17 Key methods in second language acquisition research Benati, Alessandro G.. - : Equinox Publishing Ltd., 2015 BASE Show details 18 The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands Benati, Alessandro; Angelovska, Tanja. - : Walter de Gruyter GmbH, Berlin/Boston, 2015 BASE Show details 19 Review of second language acquisition research Benati, Alessandro. - 2014 BASE Show details 20 Second language acquisition Benati, Alessandro. - : Walter de Gruyter GmbH, 2014 BASE Show details Page: 1 2 3 4

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