Model of Input Processing

1. Model of Input Processing Teaching Grammar through Processing Instruction

2. Input Processing • the cognitive process which occurs when input is understood and integrated into interlanguages(VanPatten, 2002) • the conditions under which learners may attempt to make connections between form in the input and meaning(VanPatten, 2004)

3. Why Input Processing? • Most studies on input treat issues such as linguistic properties of input and modification of input. Input processing is rather a new focus of research in second language acquisition. Therefore, a model of input processing needs to be developed (VanPatten, 1996). • Traditional approach to grammar instruction consists of drills in which learner output is manipulated and the instruction is divorced from meaning or communication. As a result, an input-based approach to grammar instruction is required (Lee & Benati, 2009).

4. “Input Processing” and “Processing Instruction” • It is important to differentiate the terms “Input Processing” and “Processing Instruction”. • IP refers to what is assumed to occur in the brain on perceiving input. • PI refers to what the teacher has the learners do in order to notice the grammar of the input. (Sheen, 2007)

5. Model of Input Processing input processing developing system input intake derivation of intake from input during comprehension the mental representation of the L2 the learner is building over time

6. Processing Principles • a set of processes learners use to make form-meaning connections during input processing (VanPatten, 1996)

7. Processing Principles Principle 1. The Primacy of Meaning Principle • Learners process input for meaning before they process it for form. (VanPatten, 2004) Principle 2. The First Noun Principle • Learners tend to process the first noun (phrase) in the sentence they encounter as the subject/agent. (VanPatten, 2004) A young boy and an old man are in the yard. The black cow was kicked by the brown horse.

8. Components to Processing Instruction • explicit information about the target structure • explicit information about processing strategies • structured input activities (Wong, 2004) • referential activities with a right or wrong answer requiring learners to pay attenti0n to form in order to get meaning • affective activities with no right or wrong answer requiring learners to express an opinion or belief

9. References Lee, J. F., and Benati, A. G. (2009).  Research and Perspectives on Processing Instruction. Berlin: Sheen, R. (2007). "Processing Instruction". ELT Journal, 61(2). VanPatten, B. (1996). Input Processing and Grammar Instruction. Norwood, NJ: Ablex. VanPatten, B. (2002). “Processing Instruction: An Update”. Language Learning. 52(4). VanPatten, B. (2004). Processing Instruction: Theory, Research, and Commentary. Mahwah, NJ: VanPatten, B. (2007). Input Processing in Adult Second Language Acquisition. In B. VanPatten Wong, W. (2004). The nature of processing instruction. In B. VanPatten (Ed.), Processing Walter de Gruyter GmbH. books.google.com. books.google.com. Lawrence Erlbaum. books.google.com. and J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 115-135). Mahwah, NJ: Lawrence Erlbaum. books.google.com. Instruction: Theory, Research, and Commentary (pp. 33-63). Mahwah, NJ: Lawrence Erlbaum. books.google.com.