Chapter 1 Introduction

1.1 Background of the Present Study

1.1.1 Status of Research into Input and Output in SLA

1.1.2 Characteristics of Instructed EFL Learning

1.2 Scope of the Present Study

1.3 Research Methodology

1.4 Significance of the Study

1.5 Outline of the Dissertation

1.6 Definition of the Terms

Chapter 2 Foreign Language Development:A Construction Process of Procedural Knowledge

2.1 Introduction

2.2 Language and Language Acquisition

2.2.1 Modular Positions

2.2.2 Non-modular Positions

2.2.3 Position of the Present Study

2.3 Theoretical Framework:The ACT Theory

2.3.1 Declarative Knowledge and Procedural Knowledge

2.3.2 Stages of Knowledge Development

2.3.3 A Problem with the ACT Theory

2.4 Supportive Arguments from Studies of L2 Knowledge

2.4.1 Bialystok's Theory

2.4.2 McLaughlin's Theory

2.4.3 Convergence of Anderson,Bialystok and McLaughlin

2.5 Declarative Knowledge in the Development of Procedural Knowledge

2.5.1 The Non-interface Positions

2.5.2 The Interface Positions

2.5.3 Position on the Interface Issue in the Present Study

2.6 Summary

Chapter 3 Input-based and Output-based L2 Learning Theories

3.1 Introduction

3.2 Input-based Learning Theories

3.2.1 The Input Hypothesis

3.2.2 The Input Processing Model and Processing Instruction

3.3 Output-based Learning Theories

3.3.1 Early Theories Incorporating Output into L2 Acquisition

3.3.2 The Comprehensible Output Hypothesis

3.4 A Preliminary Reanalysis of the Role of Input and Output

3.4.1 Inseparability of Output from Input

3.4.2 De Bot's Speculation About Output in Proceduralization

3.5 Summary

Chapter 4 English Relative Clauses and Acquisition Studies

4.1 Introduction

4.2 English Relative Clauses

4.2.1 Restrictive and Nonrestrictive English Relative Clauses

4.2.2 Grammatical Description of the Restrictive Relative Clauses

4.2.3 Types of Restrictive Relative Clauses in English

4.3 The Noun Phrase Accessibility Hierarchy

4.4 The Acquisition of English Relative Clauses

4.4.1 L1 Acquisition of English Relative Clauses

4.4.2 L2 Acquisition of English Relative Clauses

4.5 Instructional Intervention in the Acquisition of English Relative Clauses

4.5.1 Instructional Effects on L1 Acquisition

4.5.2 Instructional Effects on L2 Acquisition

4.6 Summary

Chapter 5 Research Methodology

5.1 Introduction

5.2 Research Questions and Hypotheses

5.3 Rationale for the Research Design

5.4 Overall Design

5.5 Pilot Studies

5.5.1 A Case Study

5.5.2 A Controlled Pilot Study

5.6 Research Design

5.6.1 Subjects

5.6.2 Experimental Schedule

5.6.3 Treatment

5.6.4 Instruments

5.6.5 Scoring and Analysis

5.7 Summary

Chapter 6 Results

6.1 Introduction

6.2 Examination of Pretreatment Equivalence

6.3 Analysis of the Offline GJT

6.4 Examination of the 12 Research Hypotheses

6.4.1 Results of the Immediate Posttest

6.4.2 Results of the Follow-up Posttest

6.5 Further Analysis

6.5.1 Effect Size Analysis

6.5.2 Comparison Between the Comprehension and the Production Tasks

6.5.3 Comparison Between the Online GJT and the Offline GJT

6.6 Summary

Chapter 7 Discussion and Conclusion

7.1 Introduction

7.2 Role of Input and Output in the Construction of Procedural Knowledge

7.2.1 Role of Input and Output in Promoting Comprehension

7.2.2 Role of Input and Output in Promoting Production

7.2.3 Role of Input and Output in the Metalinguistic Tasks

7.2.4 Role of Input and Output Rephrased

7.3 Implications for L2 Pedagogy

7.4 Limitations of the Present Study

7.5 Directions for Further Research

7.6 Summary

Appendix 1 Subjects'Background Questionnaire

Appendix 2 Treatment Materials

Appendix 3 Assessment Instruments:Set 1

Appendix 4 Assessment Instruments:Set 2

Appendix 5 Assessment Instruments:Set 3

References

Table 2.1 Types of knowledge

Table 3.1 Principles of input processing

Table 3.2 A summary of research into processing instruction

Talble 4.1 Relative pronouns

Table 4.2 Example sentences for the various relative clause structures in English

Table 4.3 A summary of previous research into English relativization

Table 5.1 Summary of the research hypotheses

Table 5.2 Descriptive data for total test scores in the pilot study

Table 5.3 Comparison between IG and IOG in posttest in the pilot study

Table 5.4 Within-group comparison between pretest and posttest in the pilot study

Table 5.5 Information about the subjects in each group

Table 5.6 Experimental schedule

Table 6.1 Descriptive statistics of the pretest results

Table 6.2 Results of the MANOVA on the pretest results

Table 6.3 Descriptive statistics of the offline GJT

Table 6.4 Descriptive statistics of the immediate posttest SIT results

Table 6.5 Summary of the results ofthe ANOVA on the immediate posttest:the SIT

Table 6.6 Summary of the results of the paired sample T test on the SIT results:pretest and the immediate posttest

Table 6.7 Descriptive statistics of the PCSCT and the SCT in the immediate posttest

Table 6.8 Summary of the results of the ANOVA on the immediate posttest:the PCSCT and the SCT

Table 6.9 Summary of the between-groups comparison in the production tasks

Table 6.10 Summary of the results of the paired sample T test on the PCSCT and the SCT results:pretest and the immediate posttest

Table 6.11 Descriptive statistics of the immediate posttest online GJT results

Table 6.12 Summary of the results of the ANOVA on the immediate posttest:the online GJT

Table 6.13 Summary of the results of the paired sample T test on the online GJT results:pretest and the immediate posttest

Table 6.14 Descriptive statistics of the SIT in the follow-up posttest

Table 6.15 Summary of the results of ANOVA on the follow-up posttest:the SIT

Table 6.16 Summary of the results of repeated measures analysis of variance on the SIT

Table 6.17 Descriptive statistics of the PCSCT and the SCT in the follow-up tests

Table 6.18 Summary of the results of ANOVA on the follow-up posttest:the PCSCT and the SCT

Table 6.19 Summary of the results of repeated measures analysis of variance on the PCSCT

Table 6.20 Summary of the results of repeated measures analysis of variance on the SCT

Table 6.21 Descriptive statistics of the online GJT in the follow-up posttest

Table 6.22 Summary of the results of ANOVA on the follow-up posttest:the online GJT

Table 6.23 Summary of the results of repeated measures analysis of variance on the online GJT

Table 6.24 Effect sizes of the IOG and IG practice

Table 6.25 Summary of the results of the paired sample T test on comprehension and production

Table 6.26 Results of the comparison between the online GJT and the offline GJT

Table 6.27 Summary of the test results

Figure 2.1 Two dimensions of language proficiency

Figure 2.2 The weak interface position

Figure 2.3 Hierarchical classification of memory

Figure 2.4 Schematic representation of the interrelationship between declarative and procedural memory

Figure 3.1 VanPatten's SLA model

Figure 3.2 Output and second language acquisition

Figure 5.1 Treatment procedures for the IG and IOG

Figure 5.2 An example of the PCSCT items

Figure 5.3 Assessment instruments of the present study

Figure 6.1 The SIT accuracy gain scores in the immediate posttest

Figure 6.2 The SIT processing time gain values in the immediate posttest

Figure 6.3 The PCSCT accuracy gain scores in the immediate posttest

Figure 6.4 The PCSCT processing time gain values in the immediate posttest

Figure 6.5 The SCT accuracy gain scores in the immediate posttest

Figure 6.6 The SCT processing time gain values in the immediate posttest

Figure 6.7 The online GJT accuracy gain scores in the immediate posttest

Figure 6.8 The online GJT processing time gain values in the immediate posttest

Figure 6.9 The SIT accuracy scores in the three tests

Figure 6.10 The SIT processing time in the three tests

Figure 6.11 The PCSCT accuracy scores in the three tests

Figure 6.12 The PCSCT processing time in the three tests

Figure 6.13 The SCT accuracy scores in the three tests

Figure 6.14 The SCT processing time in the three tests

Figure 6.15 The online GJT accuracy scores in the three tests

Figure 6.16 The online GJT processing time in the three tests