Grammar Teaching for the Acquisition‐Rich Classroom

Abstract

This article focuses on a reconceptualization of the nature of instruction in grammar for the acquisition‐rich, communicative classroom. Beginning with the acknowledgment that comprehensible meaning‐bearing input is necessary for second language acquisition, traditional instruction as explanation plus output practice is questioned. It is then suggested that grammar instruction would be more congruent with overall instruction if it were input oriented. The article then outlines a type of input‐based instruction in grammar called “processing instruction,” citing empirical evidence for its usefulness in addition to offering suggestions for continued exploration of grammar instruction

The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners’ Writing Ability

“…VanPatten (1993VanPatten ( , 1996VanPatten ( , 2000 proposes that PI has an effect on changing L2 learners' underlying developing system so as to effect changes in their output, and that this effect cannot be achieved by any type of output-based instruction.…”

An application of answer set programming to the field of second language acquisition

“…PIas follows the guidelines of a successful teaching method called Processing Instruction (PI) (VanPatten 1993;VanPatten 2002;VanPatten 2003;Lee and VanPatten 2003), developed based on the principles of IP. For a sentence to be valuable in this approach, it must lead to an incorrect interpretation when grammatical cues are not used but the FNP is.…”

“…Based on these predictions, we created a system, PIas, that can assist language teachers in designing instructional materials, as discussed in Section 4. PIas relies on the guidelines of an established teaching method-Processing Instruction (VanPatten 1993;VanPatten 2002)-that is based on the principles of Input Processing. We end the paper with conclusions and directions for future work.…”

Atención a la forma y gramática pedagógica: algunos criterios para el metalenguaje de presentación de la oposición ‘imperfecto/indefinido’ en el aula de español/ LE

“…R. Ellis, 1997a;VanPatten, 1993VanPatten, y 1994VanPatten y Cadierno, 1993aVanPatten y Oikkenon, 1996)), en el output ('procesamiento del output' (vid. R. Ellis, 1997a;Swain, 1985Swain, , 1993Swain, , 1995Swain y Lapkin, 1995;VanPatten y Sanz, 1995)) o en ambos, y si, según lo decidido, se recurre a uno u otro tipo de retrolimentación (cómo se intervendrá ante la actuación de los aprendices) (vid.…”