The Effectiveness of Structured Input and Structured Output on the Acquisition of Japanese Comparative Sentences
Bibliographic Data
| ID | 8935873 |
|---|---|
| Authors | Taichi Yamashita (0000-0001-8531-7266, Iowa State University, corresponding author), Takehiro Iizuka (0000-0003-4476-4697, University of Maryland, College Park) |
| Year | 2017 |
| Volume | 50 |
| Issue | 2 |
| Pages | 387-397 |
| Publication date | 2017-05-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12272 |
| OpenAlex | W2615957572 |
| Language | EN |
| Citations received | 2 |
| References cited | 20 |
Discussion of the roles of input and output has been attracting a number of researchers in second language acquisition (e.g., DeKeyser, 2007; Doughty, 1991; Krashen, 1982; Long, 1983; Norris & Ortega, 2000; Swain, 2000), and VanPatten (2004) advocated that both structured input and structured output allow learners to process input properly. Some researchers explored the comparative effectiveness of traditional instruction and structured input (e.g., Benati, 2004), and others observed the effectiveness of structured input and structured output on receptive and productive knowledge (e.g., Keating & Farley, 2008). The present study investigated structured input and structured output in the acquisition of Japanese. Two experimental groups (N = 15 and N = 12) received either structured input or structured output activities during class on two successive days. Analyses of pretest, immediate posttest, and delayed posttest data showed that both types of activity were equally effective in improving learners’ receptive and productive knowledge
Arithmetic · Class (philosophy · Language acquisition · Linguistics · Mathematics education · Natural language processing · Process (computing · Second-language acquisition · Structured prediction · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Principles and practice in second language acquisition
Processing Instruction
Explicit Instruction and Input Processing
Second Language Instruction Does Make a Difference
Beyond Explicit Rule Learning
Is Language Teachable? Psycholinguistic Experiments and Hypotheses
The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition
Does Second Language Instruction Make a Difference? A Review of Research
Processing Instruction and Dictogloss
Effectiveness of L2 Instruction
The Differential Role of Comprehension and Production Practice
Authentic Processing Instruction and the Spanish Subjunctive
Comprehension-Based Versus Production-Based Grammar Instruction
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |