Processing Instruction: An Update

Abstract

In this article I review processing instruction (PI), first introduced in VanPatten and Cadierno (1993). I outline a model of input processing, then describe the nature of PI itself, and follow this with a description of research to date on PI. I also review research that offers counterevidence to the findings of my own and others’ research and argue that some of these studies can be considered not as contradictory, but as complementary, to the research on PI, whereas some of the other studies contain drawbacks in design and procedure that merit close scrutiny.

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

“…Two different material packets were developed from the students' elementary-level course books considering the principles of VanPatten (2002VanPatten ( , 2004 for PI groups and the principles of Lee and VanPatten (2003) for PBI groups. All the materials were piloted to ensure for clarity of information on the worksheet.…”

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

“…According to VanPatten (2002a), the rationale behind processing instruction (PI) is that: (1) input is needed for acquisition by learners, (2) a main difficulty in acquisition might be the way in which input is processed by learners, and (3) we might be able to create effective input enhancement or focus on form to help acquisition of formal features of language if we can realize how learners process input. Since Structured input remove lexical redundancies in the input and simplify the input by the targeted structure, it's an input enhancement procedure.…”

“Enymärä”

“…Comprehensible target language input is of invaluable importance in the process of second language acquisition, as has been pointed out by researchers (Ellis, 2005;Krashen, 1985;Van Patten, 2002). One way of maximizing the target language input is by using L2 as the medium of instruction (Ellis, 2005, p. 217).…”