Investigating the Effectiveness of Output-Oriented and Input-Based Instruction in the Language Classroom
The foregoing three chapters have been devoted to the discussion of various issues related to the concept of grammar as well as grammar learning and teaching. Theoretical in nature, they have concentrated on three main areas: the presentation of various ways in which the term grammar can be understood, the delineation of numerous types of grammar and the discussion of various theoretical models developed to operationalize the mechanisms responsible for the acquisition of the grammatical subsystem of language. Special attention has been given to the account of Input Processing Theory and its practical application in the form of structured input activities (VanPatten 1993, 1996, 2004), as well as interpretation tasks (Ellis 1995). The present and the subsequent chapter, in turn, will be devoted to the presentation of the findings of four research projects aimed at the comparison of the outcomes of input-oriented instruction and the traditional output-based approach in the Polish educational context.