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Applied Linguistics 1991 12(4):416-432; doi:10.1093/applin/12.4.416
© 1991 by Oxford University Press
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Input Enhancement and L2 Question Formation

LYDIA WHITE, NINA SPADA, PATSY M. LIGHTBOWN and LEILA RANTA

McGill University
Concordia University

In this study, we investigate the extent to which form-focused instruction and corrective feedback (i.e. ‘input enhancement’), provided within a primarily communicative program, contribute to learners' accuracy in question formation. Over a two-week period, three experimental classes of beginner level francophone ESL learners(aged 10–12 years) were exposed to a variety of input enhancement activities on question formation. Their performance on paperand-pencil tasks and an oral communication task was assessed on a pre-post test basis and compared with an uninstructed control group. The results indicate that instruction contributed to syntactic accuracy and that learners who were exposed to the input enhancement activities significantly outperformed the uninstructed learners. These results are interpreted as evidence that inputenhancement can bring about genuine changes in learners' interlanguage systems.


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