Accuracy and response-time effects of structured input on the acquisition of English passive and active constructions: A self-paced reading study of native and non-native processing behaviours

Abstract

This study investigates the relative online effects of structured-input practice on the acquisition of English passive and active sentences. The main purpose of this study is to compare native and non-native processing of English active and passive sentences. Non-native Chinese first language (L1) learners (26 participants) received structured-input instructional treatment on the target feature under investigation. After instruction, accuracy and response-time effects of the instructional efforts were measured using a self-paced reading test adopted to measure participant’s processing behaviours on passive and active verb forms. The native learners (17 participants) provided a baseline for comparisons. The main findings from this online study revealed that non-native participants were not statistically different, after receiving the structured-input treatment, from the native participants in terms of correctly processing sentences containing English active and passive constructions.