Literaturnachweis - Detailanzeige
| Autor/in | Shintani, Natsuko |
|---|---|
| Titel | A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. |
| Quelle | In: Language teaching research, 15 (2011) 2, S. 137-158Infoseite zur Zeitschrift |
| Beigaben | Anmerkungen 3; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1362-1688 |
| Schlagwörter | Empirische Forschung; Effizienz; Englischunterricht; Fremdsprachenunterricht; Japan; Kind; Lernen; Empirische Forschung; Kind; Lernen; Didaktische Grundlageninformation; Methodik; Aufgabenorientierung; Vergleichende Analyse; Wortschatzarbeit; Fremdsprachenunterricht; Englischunterricht; Effizienz; Produktorientierung; Japan |
| Abstract | The study reported in the article investigated the comparative effects of two types of treatment - one of which emphasized input and the other output - on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6-8 were divided into three groups (input-based, production-based and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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