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This thesis investigated the effects of different task types and instructional methods on the intake and acquisition of two English grammatical structures by 50 adult ESL learners. Treatments included a dictation task, individual reconstruction task, and collaborative reconstruction task, each accompanied by either implicit or explicit inductive instructions. Performance on the tasks measured intake, while pre/posttests measured acquisition. The results showed that the explicit instructions did not affect i

Author

drkcpotdar

Language

EN