The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures
| dc.contributor.author | Rasuki, Muhlisin | |
| dc.contributor.supervisor | Craig Lambert | en_US |
| dc.contributor.supervisor | Rhonda Oliver | en_US |
| dc.date.accessioned | 2021-07-02T01:41:11Z | |
| dc.date.available | 2021-07-02T01:41:11Z | |
| dc.date.issued | 2020 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/84218 | |
| dc.description.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. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | DrEd | en_US |
| curtin.department | School of Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |
| curtin.contributor.orcid | Rasuki, Muhlisin [0000-0002-4216-7998] | en_US |