The Effectiveness of Pre-modified Input and Interactional
Feedback during Task-Based Language Teaching on the Uptake
and Automaticity of English Comparative Structures

Rasuki, Muhlisin

Rasuki M 2020.pdf (2.446Mb)

Access Status

Open access

Authors

Rasuki, Muhlisin

Date

2020

Supervisor

Craig Lambert

Rhonda Oliver

Type

Thesis

Award

DrEd

Metadata

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Faculty

Humanities

School

School of Education

URI

http://hdl.handle.net/20.500.11937/84218

Collection

Curtin Theses

Abstract

This doctoral study investigated the effects of pre-modified input and interactional feedback on the uptake and automaticity of task-relevant L2 morphosyntax. A sample of 51 adult learners of L2 English were randomly assigned into one of three instructional conditions: pre-modified input, interactional feedback, or comparison. Results indicated that pre-modified input and interactional feedback facilitated uptake and automaticity of task-relevant L2 morphosyntax, and that no significant differences were found between these two instructional options.