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2 results

  • 2 - Intervention Research and Grammar Teaching

  • Tania Ionin, University of Illinois, Urbana-Champaign, Silvina Montrul, University of Illinois, Urbana-Champaign
  • Book:
    Second Language Acquisition
    Published online:
    03 February 2023
    Print publication:
    26 January 2023, pp 30-56

  • Summary

    Chapter 2 sets the stage for the rest of the book by introducing the major components of intervention research studies on grammatical phenomena and by providing a brief overview of major approaches to grammar teaching. The first half of Chapter 2 lays out the timeline and components of an intervention research study, including the pretests and posttests; considers the common types of intervention study design (experimental vs. quasi-experimental, comparison group vs. control group design); and discusses the advantages and disadvantages of placing an intervention study in the lab vs. in the classroom. The second half of the chapter reviews major approaches to grammar teaching, with a primary focus on those approaches commonly used in interventions studies on grammatical phenomena, including focus on form approaches and Input Processing instruction.

  • The offline and online effects of processing instruction

  • Nick Henry
  • Journal:
    Applied Psycholinguistics / Volume 43 / Issue 4 / July 2022
    Published online by Cambridge University Press:
    25 July 2022, pp. 945-971
    • Article
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  • The present study investigated the effects of processing instruction (PI) on the acquisition of accusative case markers in German, focusing on whether PI influences learners’ online processing behaviors. Third and fourth semester L1 English-L2 German learners were divided into two groups: a traditional instruction (TI) group and a PI group. Participants completed offline sentence interpretation and production tasks, as well as a self-paced reading (SPR) task, which provides a detailed investigation of how PI alters processing strategies. Results showed that the PI group outperformed the TI group on the sentence interpretation task and matched their performance on the production task. The SPR task revealed that, in some conditions, the PI group showed increased attention to and processing of accusative case markers after training, while the TI group did not. The results provide some support for the claim that PI is effective because it alters learners’ processing strategies.