Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)

Abstract

Erlam & Ellis (2018) published, in Canadian Modern Language Review, an experimental study that investigated the effect of input-based tasks on the acquisition of vocabulary and markers of plurality by adolescent near-beginner learners of L2 (second language) French. The present paper reports an approximate replication of the original study with the aim of confirming or disconfirming the results.1 The research questions of both studies addressed the receptive acquisition of new vocabulary and the receptive and productive acquisition of markers of plurality resulting from instruction using input-based tasks. Both studies investigated near-beginner adolescent learners of French. The teacher, the students’ usual classroom teacher, was the same in both studies. In the replication study, a new, larger group of students were investigated, the length of the instruction was increased, involving the development of additional tasks, and productive as well as the receptive knowledge of the vocabulary items was assessed. The results of the replication study confirm and extend those of the original study. The teachers’ views about the role of input-based tasks with near-beginner learners remained constant in the two studies. The paper concludes with a discussion of the contribution that approximate replications can make to instructed second language acquisition research.

Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

“…As for the input-based tasks, our findings were in line with previous studies (Erlam & Ellis, 2018;Shintani, 2012) which reported that input-based tasks could successfully facilitate vocabulary acquisition receptively as well as productively. The learners' responses in input-based task performance (Table 3) demonstrated that the participants successfully processed the L1 meaning of target items, which explains their gains in the meaning recall test.…”

“…In terms of pedagogical implications, together with previous studies (e.g. Erlam & Ellis, 2018;Shintani, 2012), this study has shown that input-based tasks can be successfully implemented to foster vocabulary learning. Thirty university students of English demonstrated successful acquisition of both single words and compounds after doing the tasks.…”

“…So far, research on focused tasks has been mostly concerned with grammar, not vocabulary learning (Keck et al, 2006), even though there is evidence that form-focused instruction is also essential for vocabulary (Laufer, 2005). In addition, the effectiveness of focused tasks has been compared to entirely meaning-centred activities (e.g., de la Fuente, 2002) or Focus-on-Forms activities which focus on discrete, isolated, specific language forms rather than meaningful activities (e.g., Erlam & Ellis, 2018;Shintani, 2013Shintani, , 2015). Yet, studies in which different types of focused tasks have been compared are relatively scarce.…”

“…The results showed that input-based tasks led to significant vocabulary gains. Erlam and Ellis (2018) conducted an experimental study into the effects of listen-and-do tasks for French ESL beginner-level learners (aged approximately 13). Their findings mirrored Shintani's (2012), viz.…”

Implementing tasks in young learners’ language classrooms: A collaborative teacher education initiative through task evaluation

“…The comprehension part was scored by counting the items identified correctly. As it was assumed students would not be able to articulate correctly words or phrases of which they had no receptive knowledge (Erlam & Ellis, 2019), zeros were given when students were not able to identify words in the comprehension part. In the ‘comprehension + production’ part, one point was awarded for each production item that was accurately pronounced; i.e.…”