Processing Instruction and Meaning-Based Output Instruction : A Response to Keating and Farley (2008)

Bill VanPatten · Caleb L. Clardy

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

Research on Processing Instruction (PI) has yielded consistently positive results across a variety of measures. In addition, in comparison to other instructional interventions, PI tends to yield superior results. The one difference is comparative research with Meaning-based Output Instruction (MOI) in which in a number of studies, MOI is seen to be as good as PI in terms of group performance on certain tasks. The present study is a partial replication of one such study: Keating and Farley (2008). We compared three groups-PI, MOI, and Control-on two measures using a pretest/posttest/delayed posttest design. Our results do not replicate Keating and Farley's and instead resemble more those of original research on PI and traditional instruction (e.g., Van-Patten and Cadiemo, 1993). We discuss our findings in relation to the nature of MOI.

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1983Principles and Practice in Second Language Acquisition 1996The Study of Second Language Acquisition 1993Explicit Instruction and Input Processing 1983Does Second Language Instruction Make a Difference? A Review of Research 1996Making Communicative Language Teaching Happen 1998Noticing in second language acquisition: a critical review 1983ADULT ACQUISITION OF ENGLISH AS A SECOND LANGUAGE UNDER DIFFERENT CONDITIONS OF EXPOSURE 1996Explanation versus Structured Input in Processing Instruction

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2017Classroom-oriented research: Processing Instruction (findings and implications)2020The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: An eye-tracking study measuring accuracy in responses and processing patterns 2011Transfer of training and processing instruction: From input to output 2019Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form

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