Abstract
The present study investigated the effects of output tasks on the learning of English relative clauses (RCs). Over a 5-week period, 67 Korean students at a university were asked to learn English RCs in one of three groups: a story reconstruction (SR) group, a dictation (DT) group, and an input (IP) group. The SR group listened to stories and reconstructed them using RCs, while the DT group listened to and wrote down the stories containing RCs. The IP group underlined the RCs in the texts. The effects of groups were measured by immediate and delayed posttests. The results revealed that the output groups outperformed the IP group in the two posttests, and the differences were greater in the delayed posttests. The results suggest that the output tasks help learners focus more on the target forms than passive learning. The learners viewed output as effective in promoting learning by motivating them actively in the tasks.
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