The relative effects of input and output based instruction on the development of L2 knowledge and the relationships with individual differences in working memory
Guardado en:
| Publicado en: | Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 34 |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Publicado: |
Springer Nature B.V.
|
| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3237573950 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-025-00343-y |2 doi | |
| 035 | |a 3237573950 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Liang, Yan |u Minzu University of China, College of International Education, Beijing, China (GRID:grid.411077.4) (ISNI:0000 0004 0369 0529) | |
| 245 | 1 | |a The relative effects of input and output based instruction on the development of L2 knowledge and the relationships with individual differences in working memory | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a While the relative effects of Processing instruction (PI) and various types of output-based instruction have been widely examined, the types of L2 knowledge generated after receiving instruction are under-researched. Moreover, the relationships between learners’ individual differences and the comparative effects of PI and output-based instruction have not yet been investigated. This study examined the types of L2 knowledge generated after three instructional methods and the relationships with individual differences in working memory capacity. A total of 86 adult beginning-level L2 Chinese learners were assigned into three experimental groups—processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI)—and a control group. An Untimed Grammaticality Judgment Test (UGJT) and an oral Elicited Imitation Test (EIT) were used to measure learners’ development of explicit and implicit knowledge respectively. A counting span task was employed to assess learners’ working memory capacity. The results demonstrated that the three types of instructional treatments brought about equal gains on the measure of explicit knowledge, and the meaning-based output instruction group made more gains on the measure of implicit knowledge. Working memory was negatively correlated with the UGJT for the MOI group. The results suggest that the three instructional treatments may aid the development of both explicit and implicit knowledge and the MOI group may have an advantage in facilitating the development of L2 implicit knowledge. The findings also suggest that learners with lower working memory capacity may benefit more from the MOI. | |
| 653 | |a Language | ||
| 653 | |a Knowledge | ||
| 653 | |a Explicit knowledge | ||
| 653 | |a Grammaticality | ||
| 653 | |a Teaching methods | ||
| 653 | |a Chinese languages | ||
| 653 | |a Individual differences | ||
| 653 | |a Second language learning | ||
| 653 | |a Short term memory | ||
| 653 | |a Linguistics | ||
| 653 | |a Meaning | ||
| 653 | |a Teaching | ||
| 653 | |a Tacit knowledge | ||
| 653 | |a Counting | ||
| 653 | |a Imitation | ||
| 653 | |a Treatment methods | ||
| 653 | |a Foreign aid | ||
| 653 | |a Memory | ||
| 653 | |a Groups | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Control Groups | ||
| 653 | |a Conventional Instruction | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Comprehension | ||
| 653 | |a Metalinguistics | ||
| 653 | |a Test Items | ||
| 653 | |a Language Aptitude | ||
| 653 | |a Skill Development | ||
| 653 | |a Transfer of Training | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Grammar | ||
| 653 | |a Test Validity | ||
| 700 | 1 | |a Zhang, Lawrence Jun |u University of Auckland, Faculty of Education and Social Work, Auckland, New Zealand (GRID:grid.9654.e) (ISNI:0000 0004 0372 3343) | |
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 10, no. 1 (Dec 2025), p. 34 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3237573950/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3237573950/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3237573950/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |