Journal Name:
- Journal of Educational and Instructional Studies in the World
Key Words:
| Author Name | University of Author |
|---|---|
Abstract (2. Language):
Studies on the learning of grammatical points have suggested the effective role of types of instruction. The
current study aims at investigating the impact of Processing Instruction (PI), an input-based approach to
grammar instruction introduced by Van Patten (1996), and Meaningful Output–based Instruction (MOBI), on
the Acquisition of English Relative Clauses. The participants consisted of 60 intermediate Iranian EFL learners in
two Treatment groups of (PI) and (MOBI) and one Control group(C). The researchers used a quasi-experimental
design with a pretest- treatment-posttest sequence. As for the assessment, a Grammaticality Judgment Test
(GJT) was employed, focusing on the sentence level. Experimental groups received the same input and material
for the instruction but received meaningful oral and written input or output-based exercises. The relative
effects of the two approaches (PI and MOBI) on the linguistic development, i.e. acquisition of relative clauses,
of learners were analyzed. Having compared the results of group one and two, PI and MOBI, the researchers
found that there is a statistically significant difference between the pretest & posttest of Experimental groups.
Processing Instruction had more influence on the correct selection of grammatical sentences in comparison
with Meaningful Output-based Instruction. Therefore, we can draw the conclusion that PI can facilitate the
acquisition process of English relative clauses. In addition, comparing the results of Control group with that of
Experimental groups also confirms the previous findings; besides, the participants of Control group could not
outperform those of Experimental groups. However, the experimental groups could do better than the control
group.
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FULL TEXT (PDF):
- 4
210-215