Explanation versus Structured Input in Processing Instruction

Bill VanPatten · Soile Oikkenon

297 citations0/0 files storedStudies in Second Language Acquisition

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

Abstract

This study replicates VanPatten and Cadierno (1993) in an attempt to determine whether or not explicit information given to learners receiving processing instruction is responsible for the beneficial effects of instruction. Fifty-nine subjects were divided into three groups: (1) one receiving processing instruction in object pronouns and word order in Spanish as in VanPatten and Cadierno (1993), (2) another receiving explanation only with no activities or practice, (3) and another receiving only the structured input activities with no explanation. A pretest/post-test assessment was used involving two tests, an interpretation test and a sentence-level production test. Results showed that the beneficial effects of instruction were due to the structured input activities and not to the explicit information (explanation) provided to learners.

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References

1983Principles and Practice in Second Language Acquisition 2014An Introduction to Second Language Acquisition Research 1995Attention and awareness in foreign language learning 1993Explicit Instruction and Input Processing 1989Universal Grammar and Second Language Acquisition 1991Second Language Instruction Does Make a Difference 1991Universal Grammar and Second Language Acquisition 1996Making Communicative Language Teaching Happen

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