Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood

A number of studies have displayed the significance of focusing on form in L2 learners acquisition of morphosyntactic features. This study compares the effects of three focus-on-form tasks (input enhancement, individual output, and collaborative output) on the acquisition of English subjunctive mood...

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Autores principales:	Jabbarpoor,Shadab, Tajeddin,Zia
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2013
Materias:	Collaborative output individual output input enhancement dictogloss subjunctive mood
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342013000200003
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spelling	oai:scielo:S0718-093420130002000032013-10-10Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive moodJabbarpoor,ShadabTajeddin,Zia Collaborative output individual output input enhancement dictogloss subjunctive mood A number of studies have displayed the significance of focusing on form in L2 learners acquisition of morphosyntactic features. This study compares the effects of three focus-on-form tasks (input enhancement, individual output, and collaborative output) on the acquisition of English subjunctive mood. The learners trend of development in the subjunctive mood acquisition process is also investigated. Ninety freshmen from a B.A. program in TEFL were randomly divided into the three task groups. These tasks included textual enhancement in Group 1, and dictogloss in Group 2 and 3, where texts were reconstructed individually and collaboratively, respectively. A time-series design was used to measure progress in the participants production of the target feature; in conjunction with a pretest and a posttest, three production tests were given to assess the trend of development in each group. The study revealed that the impact of input and collaborative output tasks was greater than that of the individual output task. Moreover, the findings showed that the trend of development in the individual output group was not a linear additive process, but a rather U-shaped one with backsliding. This study supports previous studies that have combined both enhancement and instructional assistance. It also adds further importance to the effectiveness of collaborative interaction in the acquisition of English structures.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.46 n.82 20132013-08-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342013000200003en10.4067/S0718-09342013000200003
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Collaborative output individual output input enhancement dictogloss subjunctive mood
spellingShingle	Collaborative output individual output input enhancement dictogloss subjunctive mood Jabbarpoor,Shadab Tajeddin,Zia Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
description	A number of studies have displayed the significance of focusing on form in L2 learners acquisition of morphosyntactic features. This study compares the effects of three focus-on-form tasks (input enhancement, individual output, and collaborative output) on the acquisition of English subjunctive mood. The learners trend of development in the subjunctive mood acquisition process is also investigated. Ninety freshmen from a B.A. program in TEFL were randomly divided into the three task groups. These tasks included textual enhancement in Group 1, and dictogloss in Group 2 and 3, where texts were reconstructed individually and collaboratively, respectively. A time-series design was used to measure progress in the participants production of the target feature; in conjunction with a pretest and a posttest, three production tests were given to assess the trend of development in each group. The study revealed that the impact of input and collaborative output tasks was greater than that of the individual output task. Moreover, the findings showed that the trend of development in the individual output group was not a linear additive process, but a rather U-shaped one with backsliding. This study supports previous studies that have combined both enhancement and instructional assistance. It also adds further importance to the effectiveness of collaborative interaction in the acquisition of English structures.
author	Jabbarpoor,Shadab Tajeddin,Zia
author_facet	Jabbarpoor,Shadab Tajeddin,Zia
author_sort	Jabbarpoor,Shadab
title	Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
title_short	Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
title_full	Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
title_fullStr	Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
title_full_unstemmed	Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood
title_sort	enhanced input, individual output, and collaborative output: effects on the acquisition of the english subjunctive mood
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2013
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342013000200003
work_keys_str_mv	AT jabbarpoorshadab enhancedinputindividualoutputandcollaborativeoutputeffectsontheacquisitionoftheenglishsubjunctivemood AT tajeddinzia enhancedinputindividualoutputandcollaborativeoutputeffectsontheacquisitionoftheenglishsubjunctivemood
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Enhanced input, individual output, and collaborative output: Effects on the acquisition of the English subjunctive mood

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