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...
| Main Author: | |
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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 |
| _version_ | 1848764626729172992 |
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| author | Rasuki, Muhlisin |
| author_facet | Rasuki, Muhlisin |
| author_sort | Rasuki, Muhlisin |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T11:22:21Z |
| format | Thesis |
| id | curtin-20.500.11937-84218 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:22:21Z |
| publishDate | 2020 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-842182021-10-15T07:13:14Z The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures Rasuki, Muhlisin 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. 2020 Thesis http://hdl.handle.net/20.500.11937/84218 Curtin University fulltext |
| spellingShingle | Rasuki, Muhlisin The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures |
| title | The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures |
| title_full | The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures |
| title_fullStr | The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures |
| title_full_unstemmed | The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures |
| title_short | The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures |
| title_sort | effectiveness of pre-modified input and interactional
feedback during task-based language teaching on the uptake
and automaticity of english comparative structures |
| url | http://hdl.handle.net/20.500.11937/84218 |