Explicit Instruction and Input Processing
- 1 March 1993
- journal article
- research article
- Published by Cambridge University Press (CUP) in Studies in Second Language Acquisition
- Vol. 15 (2), 225-243
- https://doi.org/10.1017/s0272263100011979
Abstract
In this paper we describe an experiment in explicit instruction that compares traditional form-focused instruction and what we call processing instruction. Traditional instruction involves explanation and output practice of a grammatical point. Processing instruction involves explanation and practice/experience processing input data, taking learner strategies in input processing as the starting point for determining what explicit instruction should look like. Pretest and posttest measures involving both a sentence-level interpretation (comprehension) task and a sentence-level production task were submitted to an analysis of variance. Results reveal significant gains in both comprehension and production for subjects who experienced processing instruction. For those experiencing traditional instruction, significant gains were made in production only.Keywords
This publication has 2 references indexed in Scilit:
- The Role of Grammar Instruction in a Communicative ApproachThe Modern Language Journal, 1991
- The Problem with Grammar: What Kind Can the Language Learner Use?The Modern Language Journal, 1986