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ERIC Number: EJ918014
Record Type: Journal
Publication Date: 2011-Apr
Pages: 22
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1362-1688
A Comparative Study of the Effects of Input-Based and Production-Based Instruction on Vocabulary Acquisition by Young EFL Learners
Shintani, Natsuko
Language Teaching Research, v15 n2 p137-158 Apr 2011
The study reported in this article investigated the comparative effects of two types of treatment--one of which emphasized input and the other output--on the vocabulary acquisition of young EFL learners. In the input-based instruction, the students were not required to produce output whereas in the production-based instruction the students were required to produce output. Thirty-six Japanese children aged 6-8 were divided into three groups (input-based, production-based and control group), received six weeks instruction and took four types of vocabulary tests as a pre-, post- and delayed post-test. The findings provide further evidence that both input-based and production-based instruction lead to both receptive and productive vocabulary knowledge. In general, the results show similar levels of effects for input-based and production-based instruction on vocabulary acquisition. However, an examination of process features indicates that the input-based tasks provided opportunities for richer interaction for the learners than the production-based activities. This may explain the better performance of the input-based group on the task-based comprehension test and the same levels of achievement in the production tests despite relatively fewer opportunities for second language (L2) production. (Contains 11 tables and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A