The Effects of Processing Instruction on the Acquisition of Ser and Estar

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

Abstract

Extending previous research on the acquisition of Spanish clitic pronouns (elements with high communicative value), this study compares the relative effects of two types of instruction, processing instruction and traditional instruction, on the acquisition of the verbs ser and estar with adjectives and past participles. The dual roles of these verbs as semantic and aspectual indicators in combination with their low communicative value for comprehension make the subtle distinction complicated for English-speaking learners in the early stages of acquiring a second language. However, when only the estar (marked copula) data is analyzed, the results of this classroom-based research with second-year college students of Spanish partially corroborate earlier findings by VanPatten and his fellow researchers: The performance of students who received traditional instruction improved only on sentence production and guided composition tests, while that of the processing-instruction group improved on both interpretation and production tests.

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References

1983Principles and Practice in Second Language Acquisition 1998Focus on form in classroom second language acquisition 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis 1993Explicit Instruction and Input Processing 1996Making Communicative Language Teaching Happen 2013Instructed second language acquisition 1983ADULT ACQUISITION OF ENGLISH AS A SECOND LANGUAGE UNDER DIFFERENT CONDITIONS OF EXPOSURE 1996Explanation versus Structured Input in Processing Instruction

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2007Input in the L2 classroom: An attentional perspective on receptive practice 2017The Role of Prosody and Explicit Instruction in Processing Instruction 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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