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首页> 外文期刊>Language Awareness >The effects of input and output based instruction on the development of L2 explicit and automatised explicit knowledge: a classroom based study
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The effects of input and output based instruction on the development of L2 explicit and automatised explicit knowledge: a classroom based study

机译：基于投入和输出指令对L2明确和自动化明确知识发展的影响：基于课堂的研究

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The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a pre-test-post-test design. Seventy-two intermediate level ESL learners from three intact classes were randomly assigned to two experimental groups (input and output) and one control group. The experimental groups completed a pre-test and received relevant instructional treatment: the input group received processing instruction that did not involve any production of output, whereas the output group received output based instruction. Immediately after the instructional treatment, the experimental groups took a post-test and after two weeks, a delayed post-test. The control group took the same tests without receiving any instructional treatment. An error correction test and an oral narrative production test were used to measure explicit and automatised explicit knowledge, respectively. The results showed that both the input and output groups outperformed the control group in developing explicit knowledge of the target forms, and the output group outperformed the input group in developing automatised explicit knowledge of both target forms.
机译：该研究调查了英语作为第二语言（ESL）学习者的程度，在输入和输出的指令和学习效果以及学习效果是否有两种目标形式（第三人称单数的'和未来条件）的明确和自动化的明确知识根据目标形式而有所不同。该研究遵循测试前测试后设计。从三个完整类别的七十二级ESL学习者随机分配给两个实验组（输入和输出）和一个对照组。实验组完成了预先测试和接受的相关教学治疗：输入组接收的处理指令不涉及任何产量的产出，而输出组接收基于输出的指令。在教学治疗后立即，实验组患后，经过两周后，试验后延迟。对照组在不接受任何教学治疗的情况下进行了相同的测试。纠错测试和口腔叙事生产测试分别用于衡量显式和自动化的明确知识。结果表明，输入和输出组都在发展目标形式明确知识时，输入和输出组都优势地表现出对照组，而输出组优于开发两种目标表格的自动化明确知识的投入组。

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