Explicit grammar instruction: Input versus output

Kathleen Rose Pletsch de Garcia, Purdue University

Abstract

The effects of instruction in classroom second language acquisition continues to be an on-going discussion in the second language literature. The present study examines the processes involved in second language acquisition by focusing on the relationship between explicit grammar instruction and input processing. Specifically, it examines the impact of two different kinds of explicit instruction on the learners' developing knowledge system of the aspectual distinction between the preterite and the imperfect verb paradigms in Spanish. That is, it compares instruction as the manipulation of output versus instruction as structured input processing. Three second year university level Spanish classes at Purdue University were randomly assigned to one of three groups: (1) no explicit grammar instruction, the control group (n = 24); (2) traditional instruction group (n = 24); and (3) processing instruction group (n = 23). A distinct instructional packet was developed for both the traditional instructional treatment and for the processing instructional treatment. A pretest/posttest procedure using four distinct versions of the tests was used as the means of assessing the effect of instruction. The three posttests were administered two days, one month and three months after instruction. All tests contained: (1) an aural interpretation task; (2) a written production task; (3) an oral production task; (4) and a written composition. The findings suggest that processing instruction and traditional instruction have a distinct effect on learners in the second language acquisition process. Input processing instruction seems to provide learners with knowledge available for both comprehension and written and oral production, while traditional output-based instruction appears to have provided knowledge only available for oral production. The results indicate that instruction aimed at manipulating learners' strategies for perceiving and interpreting input is more effective than traditional output-based instruction. Furthermore, it appears that instruction as a manipulation of input has a significant impact on the learners' developing system. This study contributes to the on-going discussion of the effects of instruction and attempts to provide additional empirical findings that support input processing as a critical aspect of classroom second language acquisition.

Degree

Ph.D.

Advisors

Hammond, Purdue University.

Subject Area

Linguistics|Language arts

Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server
.

Share

COinS