The purpose of this paper is to investigate how text comprehension is affected by the integration and ordering of main idea searching and structure searching during a reading activity for JSL learners. A total of 86 native speakers of Chinese participated in the experiment, who study Japanese language at the intermediate level. The participants were assigned to one of the following five groups: 1) main ideas searching group, 2) structure searching group, 3) structure and then main ideas searching group, 4) main ideas and then structure searching group, 5) control group. Expository texts were read by the participants of each group, and then they performed a recall test and a comprehension test. The results indicated that it is not easy for JSL learners at intermediate level to recall unit connections between superordinate-level ideas. However, the 4) structure and then main idea searching group showed enhanced recollection of the main idea and main idea unit connections.

The present study examines the effectiveness of a teaching method that is based on the theories and results of second language acquisition research. The effects of an input-based instruction method called Processing Instruction, which is supported by second language acquisition research, were compared with those of the traditionally used output-based instruction, which focuses on learners' production of the language, by analyzing test results in comprehension and production of Japanese adjective comparisons.

The results indicated that the learners in both groups gained from the instruction. Nevertheless, the instructional gain was greater for the learners who received Processing Instruction than those who received output-based instruction, based on comprehension and production tests, even with the absence of the output practice in Processing Instruction. This result suggests that instruction methods in accordance with learners' cognitive processes enhance and support the learners' successful acquisition of the language.