The Effect of Processing Instruction and Dictogloss Tasks on Acquisition of the English Passive Voice

Autor/in	Qin, Jingjing
Titel	The Effect of Processing Instruction and Dictogloss Tasks on Acquisition of the English Passive Voice
Quelle	In: Language Teaching Research, 12 (2008) 1, S.61-82 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168807084494
Schlagwörter	Pretests Posttests; Foreign Countries; Grade 7; English (Second Language); Teaching Methods; Language Processing; Second Language Instruction; Second Language Learning; Linguistic Input; Comparative Analysis; Grammar; Language Tests; Testing; China + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachbildung; Grammatik; Language test; Sprachtest; Testdurchführung; Testen
Abstract	This study was intended to compare processing instruction (VanPatten, 1993, 1996, 2000), an input-based focus on form technique, to dictogloss tasks, an output-oriented focus-on-form type of instruction to assess their effects in helping beginning-EFL (English as a Foreign Language) learners acquire the simple English passive voice. Two intact classes of Grade 7 beginning EFL learners (n = 110) in China were randomly assigned to each type of instruction: Group A (n = 55) to processing instruction (PI), and Group B (n = 55) to dictogloss tasks (DG). A pretest and posttest (immediate and delayed) design was used, where participants' ability to comprehend and produce the target feature was assessed. Results showed that the PI group performed significantly better than the DG group in comprehension, and as well as the DG group in production on the immediate posttest. One month later, the two groups' performances were similar in terms of both comprehension and production on the delayed posttest. Both groups improved significantly from the pretest to the two posttests in comprehension and production. One reasonable pedagogical implication is that both PI and DG are effective pedagogical tools to help beginning-EFL learners to acquire target grammatical forms. (Contains 3 figures, 2 tables and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10