The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures
This doctoral study investigated the effects of pre-modified input and interactional feedback on the uptake and automaticity of task-relevant L2 morphosyntax. A sample of 51 adult learners of L2 English were randomly assigned into one of three instructional conditions: pre-modified input, interactio...
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| Format: | Thesis |
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Curtin University
2020
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| Online Access: | http://hdl.handle.net/20.500.11937/84218 |
| Summary: | This doctoral study investigated the effects of pre-modified input and interactional feedback on the uptake and automaticity of task-relevant L2 morphosyntax. A sample of 51 adult learners of L2 English were randomly assigned into one of three instructional conditions: pre-modified input, interactional feedback, or comparison. Results indicated that pre-modified input and interactional feedback facilitated uptake and automaticity of task-relevant L2 morphosyntax, and that no significant differences were found between these two instructional options. |
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