Explicit information mediated PI's superiority over PBI on interpretation: PI-EI and PBI-EI performed equally, so the PI+EI advantage was attributed to EI, not structured input alone¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When EI was absent, PI-EI and PBI-EI groups scored equally on interpretation at both posttests, indicating the PI+EI > PBI+EI contrast reflected a facilitative effect of explicit grammatical explanation rather than structured input alone. → Adem Soruç 2017

Evidence¶

Adem Soruç 2017¶

Adem Soruç, Jingjing Qin, YouJin Kim. (2017). Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information. TESL Canada Journal/Revue TESL du Canada, 34(2), 49–70. http://dx.doi.org/1018806/tesl.v34i2.1262

q3 · i? · causal · r2

Authors' interpretation in the Discussion of the interpretation-task results from the 144-learner five-group quasi-experiment. The article attributes the PI+EI advantage to "the beneficial and facilitative effect of explicit grammatical explanation for the PI group" given equal PI-EI and PBI-EI gains.

"this study found that the higher scores of the PI+EI group over PBI+EI on the interpretation task (in the immediate posttest at least) was not only due to structured input (given that PI-EI and PBI-EI groups made equal gains), but also because of the beneficial and facilitative effect of explicit grammatical explanation for the PI group"

Discussion¶

Related Claims¶

• PI+EI outperformed PBI+EI on the aural interpretation task at the immediate posttest, but the advantage did not persist at the delayed posttest — related
• Explicit information showed no within-instruction effect: PI+EI equalled PI-EI and PBI+EI equalled PBI-EI on both tasks over time — reports the opposite
• All four instructional groups (PI and PBI, with and without EI) outperformed the control group on the aural interpretation task at immediate and delayed posttests — related
• Prior studies reviewed in this article report PI superior to mechanical output practice for acquisition, especially on interpretation tasks — related
• The authors interpret their results as showing that explicit metapragmatic instruction provides input enhancement that facilitates interlanguage pragmatic development — related