Abstract
AbstractThis study examines the effects of input-oriented instruction and instruction that involves cycles of input plus output via three learning conditions with discourse-level input: (1) an input-oriented task in the form of a structured input reading activity, (2) a reading activity with comprehension questions, and (3) an input plus output-oriented task in the form of a text reconstruction activity, on the learning of the French causative structure. Results revealed that participants who engaged in the structured input reading activity performed significantly better than those in the other two learning conditions on both an interpretation and a production task.
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