Input

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 .

Attention to form in input now seems to have found its way into second language acquisition (SLA), and it is recommended that language learners’ consciousness be raised for language learning to occur and become intake. Input enhancement and output have received considerable attention in recent SLA as two attention-drawing devices. In the present study, we chose visual input enhancement to examine its effect on noticing and acquisition. To that end, two classes were randomly assigned to experimental and control groups. Both groups were exposed to ten different short stories for ten sessions for five weeks, but the type of exposure was different for each group. The English third person singular was highlighted for the experimental group through formatting techniques such as underlining, italicizing, and capitalising. Language learners in the experimental group were supposed to answer the questions following each short story and write a summary for it. Both groups were post tested one week after the treatment on both Noticing Test and a Written Production Test. The results of two independent t-tests showed the superiority of experimental group over the control group in noticing and learning the third person singular. Implications of the findings are discussed.