Processing Instruction, Meaning-Based Output Instruction, and Meaning-Based Drills: Impacts on Classroom L2 Acquisition of Spanish Object Pronouns

Abstract

Research that compares the effects of processing instruction (PI) to meaning-based output instruction (MOI) on learners' interpretation abilities has produced conflicting results. In some studies, PI is superior to MOI; in others, MOI is equally effective as PI. The present study examines whether MOI yields similar gains as PI due to incidental exposure to structured input. This study compared the effects of PI, MOI, and another meaningful output-based instruction called meaning-based drills instruction (MDI) on the acquisition of Spanish direct object pronouns. Beginning learners of Spanish (N = 87) were assigned to one of three groups: PI, MOI, or MDI. Learning was measured via sentence-level interpretation and production tests administered in a pretest/ posttest design (immediate, one week later, and one month later). On the interpretation task, PI was superior to MDI, but not to MOI. On the production task, both MOI and MDI groups were superior to the PI group.

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