Processing Instruction: Research, Theory and Practical Implications of the Learning and Teaching of English Grammar to Chinese L1 Speakers

Abstract

In this chapter, the input processing theory is presented and discussed. The two main principles of the theory are examined, and the characteristics of the processing instruction pedagogical intervention will be presented. The main findings of two empirical studies carried out to measure the relative effects (at sentence and discourse level) of processing instruction on the acquisition by Chinese L1 learners of two grammatical features in English (past tense regular forms and English causative forms) are discussed. The two grammatical features were chosen because they are both affected by a combination of processing principles. The results of both studies clearly indicate that processing instruction/structured input affects the way L2 learners process and interpret information by facilitating form-meaning connection and accurate parsing. The pedagogical implications from the empirical work presented in this chapter showed that grammar tasks should be designed for learners to accurately process forms in the input. The findings of the two parallel studies reaffirm the view that input practice should precede output practice. Structured input practice offers the possibility to develop activities that are effective and change processing behaviours facilitating acquisition.