The Effects of Processing Instruction

— On the Acquisition of Adjective Comparisons in Japanes —

Abstract

Earlier studies of second language acquisition indicated that the "input" is one of the keys for success of language learning. However, teachers often focus on the amount of "output" that students produce, rather than on the input that students receive in the classroom.

In this study, two different styles of lessons "processing instruction" and "output-oriented instruction" were compared to measure their effectiveness. In the "processing instruction" lesson, students were provided with a significant amount of input without any output practice opportunity after the introduction of target grammar. On the other hand, the "output-oriented instruction" lesson included various output practices like the mechanical form-oriented practice to communicative practice.

Each group was made up of eleven students who were given comprehension and recall tests on four occasions: before, immediately after, five days after, and sixty days after the respective lessons.

After the "processing instruction" lessons, students showed better results in both comprehension and recall tests and retained language upto sixty days later as well. The result suggests that after the grammar introduction, it is more effective to give students sufficient amount of input to enhance students' understanding rather output practices such as drill exercises.