The Effects of a Combined Output and Input-Oriented Approach in Teaching Reported Speech

Abstract

The participants of the study are 74 first year students of the English philology who were divided into four groups: 3 treatment groups and a control one. The study results do not mirror those reported in the vast majority of relevant literature and points that although input manipulation appears to have more beneficial effect on the development of the interlanguage than the analysis of output, a combination of the two approaches turns out to be the most beneficial and economical.