Beschreibung
Ever since Long (1983) concluded that instruction makes a different in Second Language Acquisition (SLA), many researchers have attempted to examine the effectiveness of various kinds of instruction in L2 classrooms (e.g. Farley, 2005; Wong, 2004). In fact, last two decades have experienced an evolution in classroom research and more studies (Benati,2001; Doughty & Williams, 1998) have attempted to investigate the appropriate method of implementing instructional treatments in the classroom. Within this paradigm of research, one important problem is whether providing instruction through one modality (input-based or output-based) is more effective than others.
Autorenporträt
Mehri Jalali:Is Ph.D in TEFL with 10 years of experience in teaching English as foreign language. Her areas of interest include task-based instruction and materials design. Manoochehr Jafarigohar:Is Assistant professor at payame-Noor University; author of thirteen academic textbooks;20 years of teaching and research in distance education.
Herstellerkennzeichnung:
OmniScriptum SRL
Str. Armeneasca 28/1, office 1
2012 Chisinau
MD
E-Mail: info@omniscriptum.com
