摘要：This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.
其他摘要：This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.
