LINGUISTIC INPUT PROCESSING IN ENGLISH TEACHING

Abstract

 This paper first aimed at listing out all the opportunities of input during pre-task stage, then it looked at the current organisation of these opportunities and the extent to which they could meet students’ needs. In order to achieve those goals, the researcher employed questionnaires and observations as triangulated method to collect data from the participation of 120 students and 13 teachers. It was found that most of the teachers and students were aware of the significant role of input opportunities and teacher frequently offered students with these opportunities for input. However, the methods teacher used to organise these opportunities were not varied due to the lack of time and facilities. Thus, to make Speaking lessons more effective and valuable to students, solutions should be put forward from the sides of students, teachers as well as task designers.