THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS

Ellis and He found that learners in a modified output treatment achieved higher vocabulary acquisition scores than learners in two input groups after being exposed to a set of L2 words in a listen-and-do task.

“On the other hand, Ellis and He (1999) found that learners in a modified output treatment achieved higher vocabulary acquisition scores than learners in two input groups (premodified input, interactionally modified input) after being exposed to a set of L2 words in a listenand-do task related to showing pieces of furniture in an apartment.”

Previous studies have found null effects, negative effects, and positive effects for output during vocabulary learning.

“Previous studies have found null effects (Watanabe, 1997), negative effects (Barcroft, 1999) and positive effects (Ellis and He, 1999) for output during vocabulary learning.”

Interactionally modified input has generally been found to be better for L2 acquisition than premodified or unmodified input.

“Furthermore, interactionally modified input, as exemplified in the subsequent examples, has generally been found to be better for L2 acquisition than premodified or unmodified input (e.g.Ellis & He 1999;Mackey 1999).”

Ellis & He (1999) found no difference between pre-modified and interactionally modified input in a task-based study of vocabulary learning.

“However, Ellis & He (1999) compared pre-modified and interactionally modified input, finding no difference between the two types of input in a task-based study of vocabulary learning.”

Words used in productive tasks, particularly those used in original context, were remembered better than words practiced in nonproductive tasks.

“Words that were used in productive tasks, particularly those used in original context, were remembered better than words practiced in nonproductive tasks (Ellis & He, 1999;Hulstijn & Trompetter, 1998;Joe, 1995Joe, , 1998)).”