Abstract
The objective of the present research is twofold. First of all, we study the effects of classroom formal instruction; secondly, we evaluate the effects of a formfocused input-based approach, processing instruction (PI), versus the effects of a formfocused output-based approach, eclectic approach (EE). Participants included three sections: one section assigned to PI, one section assigned to EE, one section comprising a control group. Instruction lasted 5 days and targeted Spanish mood selection in temporal clauses. Results reveal similar gains for both approaches.
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