53 |
Input Enhancement and L2 Question Formation
|
|
|
|
Abstract:
In this study, we investigate the extent to which form-focused instruction and corrective feedback (i.e. ‘input enhancement’), provided within a primarily communicative program, contribute to learners' accuracy in question formation. Over a two-week period, three experimental classes of beginner level francophone ESL learners(aged 10–12 years) were exposed to a variety of input enhancement activities on question formation. Their performance on paperand-pencil tasks and an oral communication task was assessed on a pre-post test basis and compared with an uninstructed control group. The results indicate that instruction contributed to syntactic accuracy and that learners who were exposed to the input enhancement activities significantly outperformed the uninstructed learners. These results are interpreted as evidence that inputenhancement can bring about genuine changes in learners' interlanguage systems.
|
|
Keyword:
Articles
|
|
URL: http://applij.oxfordjournals.org/cgi/content/short/12/4/416 https://doi.org/10.1093/applin/12.4.416
|
|
BASE
|
|
Hide details
|
|
55 |
Focus-on-form and corrective feedback in communicative language teaching. Effects on second language learning
|
|
|
|
In: Studies in Second Language Acquisition 12 (1990) 4, 429-448
|
|
IDS Bibliografie zur Gesprächsforschung
|
|
60 |
Input and Acquisition for Second-language Learners In and Out of Classrooms
|
|
|
|
BASE
|
|
Show details
|
|
|
|