Grammatical complexity and L2 proficiency interact: complex features benefit more from input at low proficiency, while simple features benefit more from output at high proficiency¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of individual studies suggests complex grammatical features benefit more from input-based FFI when proficiency is low, whereas simple features benefit more from output-based instruction when proficiency is high. → Schenck 2024

Evidence¶

Schenck 2024¶

Schenck, A. (2024). Learning How to Use Input-Based and Output-Based Form-Focused Instruction: A Meta-Analytic Comparison of Persian EFL Learners. Journal of Second Language Acquisition and Teaching, 30. https://eric.ed.gov/?id=EJ1457419

q2 · i? · quant-synthesis · r2

Qualitative examination of individual studies, supported by two studies of intermediate learners (modals, conditionals) with contrasting results; the article reports this relationship "appears evident within past research of Corrective Feedback" as well.

"Whereas complex grammatical features tended to benefit more from input-based FFI when proficiency was low, simplistic grammatical features tended to benefit more from output-based instruction when proficiency is high."

Discussion¶

Related Claims¶

• Output-based FFI was more effective than input-based FFI for complex clausal grammatical features, a difference the article characterizes as a large effect — related
• Input-based FFI is only slightly more effective than output-based FFI for intra-phrasal grammatical features in Persian EFL learners — related
• Input-based FFI is more effective than output-based FFI for inter-phrasal grammatical features, with a medium-sized difference — related
• Input-based FFI was more effective than output-based FFI at both beginner and intermediate proficiency levels, and both types showed larger effects for intermediate learners — related
• L1 transfer may moderate FFI effectiveness: features similar to Persian benefit more from input, while disparate features benefit more from output — related
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
• Proficiency level and input delivery method (FFI vs. no-FFI) interact significantly in their effect on grammatical knowledge — related