This study investigated the effects of input-based and output-based practice on the development of accuracy and speed in recognizing and producing request-making forms in L2 Chinese. Fifty American learners of Chinese with intermediate level proficiency were randomly assigned to an input-based training group, an output-based training group, or a control group. The input and output groups practiced the target forms over four consecutive days. The control group did not practice the forms. The effects of practice were measured by a Listening Judgment Test (LJT) and an Oral Discourse Completion Test (ODCT). The results showed that the effects of input-based and output-based practice were shared across task modalities on measures of performance accuracy (i.e., accuracy in the LJT and ODCT) but not on measures of performance speed (i.e., LJT response times, ODCT planning times, and speech rates).