The Efficacy of Input-Based Instruction in Promoting the Acquisition of English Embedded Questions

Abstract

The goal of this study was to compare the possible effects of three types of input-based instruction on the acquisition of English “WH” embedded questions. The impact of these instructions was investigated on Van Patten’s Sentence Location Principle. Participants were 105 university students in four intact classes who were randomly assigned to four conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control. A quasi-experimental design with a pretest-treatment-posttest sequence was used and the participants’ acquisition of the target structure was measured using a knowledge test including interpretation and production tasks at sentence level. The results showed that both PI and C-R instructions were effective in improving the learners’ interpretation and production of the embedded questions and their effect was durable over a one month period; however, PI was superior to other instructions. Results also revealed that TE was only effective in improving interpretation of the target structure and did not have any positive impact on its production. This study provides further understanding of the effectiveness of providing learners with opportunities to focus on form and meaning in their L2.