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This study replicates Collentine (1998a), comparing Processing Instruction and output-based instruction for Spanish subjunctive development. Participants were Spanish foreign-language learners (N=50) in a classroom and a tutorial CALL setting using 3D simulations and web-app technology. Results indicate input- and output-oriented approaches can promote acquisition of complex structures when practice is meaningful and feedback is provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/input-and-output-grammar-instruction-in-tutorial-call-with-a-complex-grammatical-structure/595733/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/input-and-output-grammar-instruction-in-tutorial-call-with-a-complex-grammatical-structure/595733.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study described in the abstract?","Question",{"text":112,"@type":113},"It aims to replicate and test the generalizability of a classroom-based SLA study within a tutorial CALL environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which instructional approaches are compared for the Spanish subjunctive?",{"text":117,"@type":113},"The study compares Processing Instruction (input-based) with output-based instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"Under what conditions do input- and output-oriented approaches promote acquisition?",{"text":121,"@type":113},"They can promote acquisition when practice is meaningful and deliberate (guided by psycholinguistic processing principles) and when feedback is provided.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595733,1792190747,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico (online) issn 2056–9017  \nArticle  \nInput and output grammar instruction in tutorial CALL with a complex grammatical structure  \nJoseph Collentine and Karina Collentine  \nAbstract  \nConceptual replication within a computer-assisted language learning (CALL) environment provides an understanding of the generalizability of second language acquisition (SLA) research (Porte, 2013; Smith & Schulze, 2013). The present study replicates Collentine (1998a), a classroom-based experiment framed within a larger discussion on the relative benefits of input-and output-based instruction. Collentine (1998a) compared the benefits of Processing Instruction (VanPatten, 2004) and output-based instruction, both of which elevated the Spanish subjunctive’s communicative value. The results showed that input- or output-oriented instruction informed by how learners process grammatical information can affect the acquisition of complex grammatical phenomena. This conceptual replication not only seeks to corroborate the original study’s findings in a new learning context. It also tests the finding’s generalizability to a tutorial CALL environment built on 3D simulations and emerging web-app technologies. The participants were foreign-language learners of Spanish in a classroom-based curriculum (N = 50). The results indicate that, in the classroom and in a CALL environment, both input-and output-oriented approaches can promote the acquisition of a complex grammatical structure if practice is meaningful (informed by psycholinguistic processing principles) and deliberate, and if feedback is provided.  \nKeywords: 3D environment; conceptual replication; emerging technologies;  \nsecond language acquisition; subjunctive; tutorial CALL  \nAffiliation  \nNorthern Arizona University, Department of Modern Languages, Flagstaff, AZ, USA. [email: Joseph.Collentine@nau.edu](email: Joseph.Collentine@nau.edu) (corresponding author)  \ncalico vol 32.2 2015 273–298 ©2015, equinox publishing  \ndoi : 10.1558/cj.v32i2.24548  \n274 Input and output tutorial CALL  \nIntroduction  \nChun (2012) as well as Smith and Schultze (2013) advocate conceptual replication to test key second language acquisition (SLA) tenets in computer-assisted language learning (CALL) environments. Conceptual replication seeks to confirm the generalizability of a study’s findings with a different methodology (Porte, 2013) . Conceptual replication also helps materials designers to apply SLA learning principles to a range of new learning contexts. Thus, conceptual replication can help designers of CALL to create software that is theoretically sound.  \nAs Mackey (2012) notes, one of the key issues of SLA replication going forward continues to be the relative importance of input-oriented – and thus output-oriented – approaches to language instruction. The present study is a conceptual replication of Collentine (1998a) . Within a broader debate on the relative impact of input-and output-oriented instruction, the study showed that both modes equally promote grammatical development where psycholinguistic processing principles inform instructional design and the target structure is complex, like the Spanish subjunctive.  \nReview of the literature  \nInput and output in SLA and the need for conceptual replication  \nLong after Krashen’s (1982) original proposal promoting the primacy of input, the relative impact of input-and output-oriented instruction on grammatical development is still debated. VanPatten and Benati (2010) argue that, while all theories recognize input’s importance, output’s contribution is debatable since research does not convincingly show that output affects the development of long-distance syntactic relationships nor that it has appreciable effects on phenomena governed by Universal Grammar. Gass, Behney, and Plonsky (2013) reason that input and output work together in SLA, although input’s primary role is to provide positive and negative evidence (i.e., during conversational interaction) and i","cbCaiexGgmdbdYil","https://ap.wps.com/l/cbCaiexGgmdbdYil","pdf",589462,26,"English","# Abstract\n# Introduction\n# Review of the literature\n## Input and output in SLA and the need for conceptual replication","[{\"question\":\"What is the purpose of the study described in the abstract?\",\"answer\":\"It aims to replicate and test the generalizability of a classroom-based SLA study within a tutorial CALL environment.\"},{\"question\":\"Which instructional approaches are compared for the Spanish subjunctive?\",\"answer\":\"The study compares Processing Instruction (input-based) with output-based instruction.\"},{\"question\":\"Under what conditions do input- and output-oriented approaches promote acquisition?\",\"answer\":\"They can promote acquisition when practice is meaningful and deliberate (guided by psycholinguistic processing principles) and when feedback is provided.\"}]","Input and output grammar instruction in tutorial CALL with a complex grammatical structure | PDF",1792081764,66]