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The present study explores the effects of structured input and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of processing instruction and meaning output-based instruction has provided some interesting and sometimes conflicting results. Additionally, there are a number of issues (e. g., measuring a combination of structured input and structured output, measuring discourse-level effects) that have not been fully and clearly addressed. To provide answers to the questions formulated in this study, two classroom experiments were carried out. In the first study, fifty-four Chinese university students (age 18–20) participated. The participants were randomly assigned to four groups: structured input only group ( n =13); structured output only group ( n =15); combined structured input and structured output group ( n =16); control group ( n =10). In the second study, thirty school-age Greek learners (age 10–12) participated. The participants were randomly assigned to three groups: structured input only group ( n =10); structured output only group ( n =10); combined structured input and structured output group ( n =10).

The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms