文章基本信息

标题：Processing Instruction and Dictogloss: Researching Differential Effects of Two Modes of Instruction on Learners’ Acquisition of Causatives
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作者：Mansoor Fahim ; Hessameddin Ghanbar
期刊名称：Journal of Education and Practice
印刷版ISSN：2222-288X
电子版ISSN：2222-288X
出版年度：2014
卷号：5
期号：37
页码：204-214
语种：English
出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：This study investigates differential effects of two form-focused instructional techniques: Processing instruction and dictogloss. To do so, 56 Iranian intermediate adult EFL learners were randomly selected and assigned to two groups of 28. Processing instruction group (PI) received processing instruction, an input-based instruction, in terms of (1) metalinguistic instruction directed at introducing the causative forms explicitly and succinctly; (2) working on the counterproductive and inefficient input processing strategy and (3) structured input activities. In the second group dictogloss task (DG), an output-oriented task, was implemented in which students acquired causatives by reconstruction two stories collaboratively. T-tests’ results indicated that in the interpretive part of the immediate posttest (DG) group outperformed (PI) group but in the delayed posttest , four weeks after the instruction, (PI) group outperformed (DG) group. In the production parts of both immediate and delayed posttests, (DG) group outperformed (PI) group. It can be said that care must be taken in order to accept the potential benefits of PI on interpretation of grammatical structures. Besides, output oriented tasks can be beneficial both for interpretation and production of some target structures.
关键词：Processing instruction; Dictogloss; Input oriented instruction