Teaching stylistic inversion to advanced learners of English: Interaction of input manipulation and individual difference variables

Abstract

Abstract While a lot of research has been conducted into the effects of different instructional techniques, little is known about how their contribution is moderated by individual (ID) difference variables. The study aimed to fill this gap by investigating the effect of three different types of input-based intervention as a function of the use of grammar learning strategies and beliefs about grammar instruction. The experimental groups received instruction in the use of stylistic inversion in English during three 45-minute segments of regularly-scheduled classes, which took the form of three types on input enhancement, i. e. visual input enhancement, aural input enhancement, and a combination of the two, whereas the control group focused on regular curricular issues. The mastery of the target features was tested on a pretest, an immediate posttest and a delayed posttest which were intended to tap both receptive and productive dimensions of explicit and implicit knowledge. The use of strategies and beliefs was measured by means of the instruments designed by one of the authors. The analysis demonstrated that although all experimental groups outperformed the control group, there were in most cases no statistically significant differences. It also turned out that grammar learning strategies and beliefs were important moderating variables, although their impact could not be fully established.