Focus on Grammar through Processing Instruction
In this chapter, we will discuss how grammar can be focused on in L2 classrooms through processing instruction. Processing instruction is a particular approach to teaching grammar that is based on how learners interpret and process input for meaning. This approach rests on the assumption that the ro...
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| Veröffentlicht in: | Teaching Grammar in Second Language Classrooms S. 29 - 45 |
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| Hauptverfasser: | , |
| Format: | Buchkapitel |
| Sprache: | Englisch |
| Veröffentlicht: |
Routledge
2011
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| ISBN: | 9780415802055, 0415802040, 0415802059, 9780415802048 |
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| Abstract | In this chapter, we will discuss how grammar can be focused on in L2 classrooms through processing instruction. Processing instruction is a particular
approach to teaching grammar that is based on how learners interpret and
process input for meaning. This approach rests on the assumption that the
role of input is central to language acquisition and that grammar can best be
learned when learners attend to it in input-rich environments. Theoretically,
the approach draws on a model of input processing developed by VanPatten
and his colleagues (Lee & VanPatten, 2003; VanPatten, 1996, 2002a). In this
approach, an initial exposure to explicit instruction is combined with a series
of input-processing activities that aim to help learners create form-meaning
connections as they process grammar for meaning. Due to the explicit grammar component of processing instruction, some researchers have equated it
with a focus on forms approach (e.g., R. Sheen, 2007). However, VanPatten
(2002a) has argued that since the aim of this approach is “to assist the learner
in making form-meaning connections during IP [input processing]; it is more
appropriate to view it as a type of focus on form” (p. 764) (see Chapter 1 for
the distinction between focus on form and focus on forms). |
|---|---|
| AbstractList | In this chapter, we will discuss how grammar can be focused on in L2 classrooms through processing instruction. Processing instruction is a particular
approach to teaching grammar that is based on how learners interpret and
process input for meaning. This approach rests on the assumption that the
role of input is central to language acquisition and that grammar can best be
learned when learners attend to it in input-rich environments. Theoretically,
the approach draws on a model of input processing developed by VanPatten
and his colleagues (Lee & VanPatten, 2003; VanPatten, 1996, 2002a). In this
approach, an initial exposure to explicit instruction is combined with a series
of input-processing activities that aim to help learners create form-meaning
connections as they process grammar for meaning. Due to the explicit grammar component of processing instruction, some researchers have equated it
with a focus on forms approach (e.g., R. Sheen, 2007). However, VanPatten
(2002a) has argued that since the aim of this approach is “to assist the learner
in making form-meaning connections during IP [input processing]; it is more
appropriate to view it as a type of focus on form” (p. 764) (see Chapter 1 for
the distinction between focus on form and focus on forms). |
| Author | Nassaji, Hossein Fotos, Sandra S. |
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| Copyright | 2011 Taylor & Francis |
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| Keywords | Traditional Grammar Instruction Input Processing Model Grammar Instruction Wedding Dinner Learners Process Input Target Structure L2 Acquisition Language Acquisition Connected Discourse Problem L2 Learner Structured Input Activities Input Processing Activities Roast Geese Input Processing Materials Referential Activities Input Processing Strategies Target Form Structured Input Child L1 Learner Input Processing Skill Acquisition Theories Processing Instruction Past Participle Adjectives Morphological Marker Learner Errors |
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| PublicationSubtitle | Integrating Form-Focused Instruction in Communicative Context |
| PublicationTitle | Teaching Grammar in Second Language Classrooms |
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| Title | Focus on Grammar through Processing Instruction |
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