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Showing 2 results for Output-Based Instruction
Parviz Birjandi, Jamileh Rahemi,
Volume 12, Issue 2 (9-2009)
Abstract
This study was intended to compare processing instruction (PI), an input-based approach to L2 grammar instruction developed by VanPatten (1996), with an output-oriented type of instruction (OI) to assess their relative effects on learners' ability to interpret and produce English causatives. A pretest and posttest (immediate and delayed effects) design was used. 151 university students from four intact classes were randomly assigned to three treatment groups of PI, OI, and EI (Explicit-information-only) and one uninstructed control group (C). Students were assessed on interpretation and controlled written production tasks at the sentence level. Within-group comparisons indicated that the three instructional options, as compared to the control group, resulted in some kind of knowledge gain in both interpretation and production tasks, but the gains were not equal. The results of between-group comparisons contradicted VanPatten's claims about the superiority of PI over OI. While PI and OI were equally better than EI on interpretation tasks, OI group outperformed both PI and EI on production tasks. No significant difference was found between PI and EI on production tasks. The same results were obtained after a one-month interval, reflecting the durability of the instructional effects on the interpretation and production of the target structure.
Jamileh Rahemi,
Volume 21, Issue 2 (9-2018)
Abstract
| The studies on the merits of processing instruction (PI) and output-based instruction (OI) have mostly treated the two approaches as mutually exclusive. To address the potentials of combining interpretation and production activities, this research compared the two isolated approaches of PI and OI with two combined approaches in which processing and output tasks were used in two opposite orders suggested by the researcher, i.e. processing-output-based instruction (POI) and output-processing-based instruction (OPI). The target structure was English passives. Participants included 185 Iranian EFL students from five intact classes, with four assigned to each treatment and one comprising a control group. Results on sentence-level interpretation and production tests administered before, immediately after, and one month following instruction indicated similar improvement for the treatment groups on the first interpretation posttest, and the superiority of POI over OPI and PI over the delayed posttest. On the first production test, POI, OPI, and OI performed equally well and better than PI, while more accurate uses of the target form were observed by POI and OPI on the delayed posttest. It was concluded that the combined approaches, particularly POI, could produce more persistent outcomes by giving learners the opportunity to both process a form and produce it. |
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