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Article
Processing Instruction and Meaningful Output-Based Instruction: Effects on Second Language Development
Studies in Language Acquisition (2006)
  • Kara Morgan-Short, Georgetown University
  • Harriet Wood Bowden, University of Tennessee, Knoxville
Abstract

This study investigates the effects of meaningful input- and output-based practice on SLA. First-semester Spanish students (n = 45) were assigned to processing instruction, meaningful output-based instruction, or control groups. Experimental groups received the same input in instruction but received meaningful practice that was input or output based. Both experimental groups showed significant gains on immediate and delayed interpretation and production tasks. Repeated-measures analyses of variance showed that overall, for interpretation, both experimental groups outperformed the control group. For production, only the meaningful output-based group outperformed the control group. These results suggest that not only input-based but also output-based instruction can lead to linguistic development.

Publication Date
March, 2006
Citation Information
Kara Morgan-Short and Harriet Wood Bowden. "Processing Instruction and Meaningful Output-Based Instruction: Effects on Second Language Development" Studies in Language Acquisition Vol. 28 Iss. 1 (2006)
Available at: http://0-works.bepress.com.library.simmons.edu/harriet_bowden/5/