The effects of structured input and working memory on the acquisition of English causative forms

Abstract

Experimental research measuring the effectiveness of structured input have shown that L2 learners receiving the structured input treatment process forms affected by processing principles more accurately. The effects of structured input have been investigated using both offline (e.g., interpretation and production tests) and online tests (e.g., self-paced reading and eye-tracking tests). However, no previous research has investigated the possible role of working memory in the results generated by structured input. The current study investigates the effects of structured input on the acquisition of English causative forms. Adult L1 Chinese Mandarin learning English at university participated to this study. A reading span test was used to classify each participant as having a high or low working memory capacity. Two groups receiving structured input were formed: one with high working memory capacity (n = 21); and another one with low working memory capacity (n = 23). A third group, receiving no instruction, was used as a control group (n = 17). A sentence-level interpretation test and a production discourse-level task were used to measure the possible effects of the instructional treatment (structured input). Results from this study indicated that both structured input groups equally improved from pre-tests to post-tests on both assessment measures. The control group made no gains. There was no difference between the low and high working memory capacity groups, and structured input was proved to be equally effective on L2 learner's ability to process input (interpret sentence containing the target feature) and to produce the target form accurately. The effects of structured input were retained over a four-week period.