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EVALUATING THE RELATIVE EFFECTIVENESS OF STRUCTURED-INPUT AND OUTPUT-BASED INSTRUCTION IN FOREIGN LANGUAGE LEARNING

Results from an Experimental Study

Published online by Cambridge University Press:  24 November 2003

Rosemary Erlam
Rosemary Erlam
Affiliation:
University of Auckland
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Abstract

This paper reErlamviews studies that have contrasted the effectiveness of structured-input instruction with output-based instruction. It then presents results from a study comparing the relative effects of structured-input and output-based instruction on students' ability to comprehend and produce direct object pronouns in second language French. Three classes of students (N = 70) were assigned to three groups: structured-input instruction, output-based instruction, and control. Students were assessed on listening comprehension, reading comprehension, written production, and oral production tasks. All but one of these language measures required a pressured response. Overall, the results showed greater gains for the output-based instruction group.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 25 , Issue 4 , December 2003 , pp. 559 - 582
Copyright
2003 Cambridge University Press

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