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The role of interactionally modified output in contentbased instruction.

  • Modern English Education
  • Abbr : MEESO
  • 2014, 15(2), pp.47-69
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

Kyung Ju Lo 1

1동덕여자대학교

Accredited

ABSTRACT

This study investigates the relative effects of using two different types of interactionally modified output (IMO), oral and written, in an immersion content-based instruction (CBI) class to promote linguistic gain. Students in the experimental group (n=23) were asked to read a content-specific article and then to produce a written summary in pairs. They were then provided with a subsequent opportunity to modify interactionally the initial output by referring to the source text. Students in the control group (n=27) spent the same amount of time orally summarizing and modifying their initial output. The results of the posttest taken after 10 weeks of treatment yielded significant gain in content lexis and grammar (verb tenses) for both oral and written IMO groups albeit oral IMO group’s gain in grammar was only marginally significant. The findings also revealed that while oral IMO was more effective for students of relatively lower proficiency in improving their content lexis, written IMO was more effective in enhancing grammar knowledge. Relatively higher proficiency students, however, found written IMO to be far more beneficial in improving their content lexical knowledge and grammar. The findings are discussed and pedagogical implications are suggested.

Citation status

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