Output

This study investigated the role of interactive output tasks in developing EFL learners’ vocabulary knowledge. The participants were 103 elementary female Iranian EFL learners who were randomly divided into three groups: input-only, input-output-no-interaction, and input-output-interaction. After all participants took a placement test and a vocabulary pretest, the input-only group was exposed to input tasks, while the other two groups received both input and output tasks with or without interaction. Then, all the participants took a vocabulary posttest. The results of ANOVA and Kruskal-Wallis tests showed that the participants in both the input-output-no-interaction group and the input-output-interaction group outperformed the ones in the input-only group in the vocabulary posttest (in both the overall vocabulary test and in the productive vocabulary section). Moreover, the results of the t-test and the Mann-Whitney test revealed that the participants in the interaction and no-interaction groups performed similarly on both the overall vocabulary posttest and the productive vocabulary section. The findings of this study support the idea that output is a facilitative factor for the acquisition of L2 vocabulary and, specifically, productive vocabulary development. The results also suggest that both interactive and non-interactive output-plus-input tasks can lead to higher achievement in vocabulary knowledge compared to the input-only condition lacking output tasks

The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions.

This paper tries to systematically survey, with taking theoretical view on geomorphic basin and its changes into account. The purpose of this research is to determine the balance and stability of geomorphic basins from the past to present and then to future. Consequently, it tries to determine the balance between energy and input-output materials for example (rainfall , solar radiation, tectonics and neotectonics …) to the basin based cybernetics (including geomorphic, topographic and geological state) and also to calculate energy and material balance considering positive and negative entropy at basin level. Based on the findings, which is the outcome of cybernetic resultant between form and process in basin, we can determine stability and type of balance in the basin. In this paper, emphasis has been put only on rainfall (express of the energy exponent). However, it first discusses Kor Basin Geomorphic locations and Energy-Material Entropy on its surface and then Quantity form of energy (Isolated & Potential Energy). Considering geomorphic state of the basin, we can determine the best planning method from all systems (planning, risk management and crisis management) for basin that neither requires a great cost nor causes disturbance in stability and geomorphic balance while being the optimal process. In Kor geo planning, we are encountering and determining two dimentions: (Y dimension, for geomorphic change for example throughput topogeraphy geradient formations on Kor Basin and X dimension, for rainfall discharge range on Kor Basin rivers out let only and only on fiat paper surface), but in Kor geo management, we represent at least three – dimensional ordered, for example topogeraphy gradient for Y coordinate and rivers discharge quantity for X coordinate and absolution geography location (for space point Z coordinate). Consequently, Kor River Basin can be studied based on two scientific metod : I . Planning & II , Management .

To address the potential of the incorporating of output-based tasks, this quasi-experimental research compared the impact of two kinds of output tasks, namely dictogloss and editing text, on the development of grammatical knowledge of Iranian EFL learners. The study sample consisted 24 female learners studying at the high-school level in Iranshahr, Sistan and Balouchestan Province. They were divided into three groups, each containing 8 participants. The groups under the study were the control group, dictogloss group, and text editing group. The target structure was the passive voice. T-test and post hoc Tukey were utilized for the analysis of the data. The study results advocated the superiority of experimental groups over the control group. Moreover, it was shown that there are no statically significant differences between dictogloss and text editing groups in terms of grammatical development. It was concluded that output-based tasks in the form of dictogloss and editing tasks are beneficial in enhancing the grammatical knowledge of Iranian EFL learners regarding passive voice.