Effects of an input–output mapping practice task on EFL learners' acquisition of two grammatical structures

Abstract One of the key goals in SLA research is investigating methods of instruction to bring about the acquisition of targeted structures in unplanned language use. This has led researchers to investigate the relative effectiveness of different approaches such as consciousness-raising (C-R), production practice, and recasts. However, a critical review of the research of these approaches has shown that many of these studies have not investigated the impact of instruction on unplanned language use. Neither have they investigated how a series of language activities involving tasks would impact unplanned language use. To address this gap, the present study examined the effects of an input–output mapping practice task on EFL learners' acquisition of two target structures, the 3rd person singular “s” morpheme and do/auxiliary wh-questions, on unplanned language use among 34 English learners of Asian backgrounds. The input–output mapping practice task comprised a series of language activities involving C-R, production practice, and recasts to facilitate the acquisition of the target structures. The results indicate that the input–output mapping practice task had a significant and lasting impact on the acquisition of the two structures. The meaning-focused activities and exposure with the control group had a significant and lasting impact only on the acquisition of the target structure, do/auxiliary wh-questions. These findings are discussed with reference to the recent literature in instructed SLA. Recommendations for further research are also made.

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