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

    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
    Show full item record
    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.

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