Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Task-Based Versus Task-Supported Language Instruction: An Experimental Study

    Access Status
    Fulltext not available
    Authors
    Li, S.
    Ellis, Rod
    Zhu, Y.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Li, S. and Ellis, R. and Zhu, Y. 2016. Task-Based Versus Task-Supported Language Instruction: An Experimental Study. Annual Review of Applied Linguistics. 36: pp. 205-229.
    Source Title
    Annual Review of Applied Linguistics
    DOI
    10.1017/S0267190515000069
    ISSN
    0267-1905
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/51347
    Collection
    • Curtin Research Publications
    Abstract

    This study investigated the effectiveness of task-based and task-supported instruction in the acquisition of the English passive construction—a structure about which learners had limited prior knowledge. A total of 150 Chinese middle school English as a foreign language (EFL) learners were randomly assigned to five groups—one control group who only took the pretest and posttests and four experimental groups who attended a 2-hour treatment session where they performed two dictogloss tasks in groups, each including a reporting phase when the learners took turns to tell the narrative. Among the four experimental groups, one just performed the two oral tasks; a second group received explicit instruction before performing the tasks; a third group received within-task feedback but no explicit instruction; and the fourth group received both explicit instruction and within-task feedback. Treatment effects were gauged via a grammaticality judgment test (GJT) and an elicited imitation test (EIT). On the GJT, the conditions with explicit instruction and/or feedback led to significant gains with explicit instruction plus feedback showing the largest effects. On the EIT, there was no effect for any of the three treatment groups when the data were analyzed for the whole cohort. However, when the learners were subdivided into those with zero and some prior knowledge based on their pretest EIT scores, explicit instruction plus within-task feedback was more effective than the other treatment types for the latter.

    Related items

    Showing items related by title, author, creator and subject.

    • The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
      Li, S.; Zhu, Y.; Ellis, Rod (2016)
      The article reports on a study investigating the comparative effects of immediate and delayed corrective feedback in learning the English past passive construction, a linguistic structure of which the learners had little ...
    • The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
      Zhao, Y.; Ellis, Rod (2020)
      This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative ...
    • The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article
      Shintani, N.; Ellis, Rod (2013)
      The study extends current work on written error feedback in writing in two ways. First, it examines whether it has an effect on adult ESL learners' L2 implicit and explicit knowledge. Second, the study compares the effect ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.