The relative effects of processing instruction and meaning-based output instruction on L2 acquisition of the English subjunctive

This study investigates the impacts of an input-based instruction (processing instruction, PI) and an output-based instruction (meaning-based output instruction, MOI) on the acquisition of the English present subjunctive form by Turkish EFL learners. There were three groups of participants involved in the study: (N=64). PI (n=19), MOI (n=23), and Control (n=22). The PI treatment consisted of structured input (SI) activities that involved sentence-level interpretation and production tasks whereas the MOI treatment involved structured output (SO) activities that required the participants to produce the subjunctive form to convey meaning. The improved performance of both instructional groups was equal at the interpretation level; however, at the production level the MOI group performed significantly better than the PI group