The relative effects of processing instruction and meaning-based output instruction on L2 acquisition of the English subjunctive

Authors : Andrew FARLEY, Erhan ASLAN

Pages : 120-141

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Publication Date : 2013-06-12

Article Type : Research Paper

Abstract :This study investigates the impacts of an input-based instruction insert ignore into journalissuearticles values(processing instruction, PI); and an output-based instruction insert ignore into journalissuearticles values(meaning-based output instruction, MOI); on the acquisition of the English present subjunctive form by Turkish EFL learners. There were three groups of participants involved in the study: insert ignore into journalissuearticles values(N=64);. PI insert ignore into journalissuearticles values(n=19);, MOI insert ignore into journalissuearticles values(n=23);, and Control insert ignore into journalissuearticles values(n=22);. The PI treatment consisted of structured input insert ignore into journalissuearticles values(SI); activities that involved sentence-level interpretation and production tasks whereas the MOI treatment involved structured output insert ignore into journalissuearticles values(SO); activities that required the participants to produce the subjunctive form to convey meaning. The improved performance of both instructional groups was equal at the interpretation level; however, at the production level the MOI group performed significantly better than the PI group.
Keywords : input processing, processing instruction, meaning based output instruction, the English subjunctive, Turkish EFL learners