The role of input and output tasks in grammar instruction: theoretical, empirical and pedagogical considerations

Alessandro Benati

doi:10.14746/ssllt.2017.7.3.2

The role of input and output tasks in grammar instruction: theoretical, empirical and pedagogical considerations

Alessandro Benati

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Abstract

In this paper a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions to grammar instruction (e.g., processing instruction, input enhancement, structure output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper

Original language	English
Journal	Studies in Second Language Learning and Teaching
Volume	7
Issue number	3
DOIs	https://doi.org/10.14746/ssllt.2017.7.3.2
Publication status	Published - 1 Jul 2017

Keywords

input
input enhancement
output
processing instruction
collaborative output tasks
structured output tasks

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10.14746/ssllt.2017.7.3.2

The role of input and output tasks in grammar instructionAccepted author manuscript (Post-print), 497 KB

http://pressto.amu.edu.pl/index.php/ssllt/article/view/9507

Cite this

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AB - In this paper a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions to grammar instruction (e.g., processing instruction, input enhancement, structure output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper

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KW - input enhancement

KW - output

KW - processing instruction

KW - collaborative output tasks

KW - structured output tasks

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The role of input and output tasks in grammar instruction: theoretical, empirical and pedagogical considerations

Abstract

Keywords

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