Input vs. output practice in educational software for second language acquisition

要旨

This paper presents an experiment concerning the relative effectiveness of computer assisted comprehension practice and production practice in the acquisition of a second language.Two computer programs were developed: (a) an input-focused program providing students with explicit grammatical instruction and comprehension exercises and (b) an output-focused program providing the same grammatical instruction together with production exercises.The results of the study show that the output-focused group performed significantly better than the input-focused group for the production of Japanese honorifics and equally well for the comprehension of these structures.The study supports Swain's argument that there are roles for output in second language acquisition that are independent of comprehensible input.N. Ellis (1993) performed a computerized experiment to compare the effectiveness of explicit (Rule), structured (Rule & Instances), and implicit (Random) programs to teach the soft mutation construction in Welsh.The Rule group and the Rule & Instances group received instruction in grammatical rules, but only the Rule & Instances group was shown how each rule applied to two instances of vocabulary.Afterward, all three groups were presented Welsh phrases on the computer screen and were asked to type in the appropriate English translation for each phrase.The Rule & Instances group performed best on well-formedness judgments and the Random group performed worst.DeKeyser's study (1995) employed a computer program to compare explicit-deductive instruction with implicit-inductive instruction.Both the explicit-deductive group and the implicit-inductive group were Noriko Nagata Input vs.

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