White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

A classroom quasi-experimental study to explore Processing Instruction

Chen, Hsin-Ying (2010) A classroom quasi-experimental study to explore Processing Instruction. PhD thesis, University of York.

[img] Text

Download (2974Kb)


Processing Instruction (VanPatten, 1996, 2002a, 2004) contains two types of input activity: Referential activities, which force learners to focus on a form and its meaning, and affective activities, which contain multiple exemplars of the target form but focus learners' attention on the meaning of the sentences in which the form is embedded. To date, these two types of PI activity have been treated as one pedagogical technique, and no study has been empirically conducted to investigate the instructional impact of them individually. Furthermore, whether or not PI activities can promote learners’ implicit knowledge has not been addressed empirically. 120 12-year-old Taiwanese learners of L2 English were quasi-randomly assigned to four groups: Referential + Affective, Referential-only group, Affective-only and a Control. Pre, post and delayed post tests were administered to assess learning of the English 'ed' verb inflection. The measures included three tests aiming to elicit implicit knowledge: A timed grammaticality judgment test, an oral picture narration, and a short structured conversation. Following these tests, a self-report technique was employed to check whether or not learners drew on explicit knowledge. A gap-fill test without a time constraint and a written vocabulary test were also included to examine instructional impact. Findings suggest that referential activities are responsible for the learning gains observed and that the gains are held for up to six weeks after completion of the intervention. However, the issues regarding the role of affective activities in vocabulary learning and PI’s impact on implicit knowledge need further study. An implication of this study is that the claims of previous PI studies regarding the causative factors for its effectiveness require more refined exposition.

Item Type: Thesis (PhD)
Academic Units: The University of York > Department of Education (York)
Identification Number/EthosID: uk.bl.ethos.516405
Depositing User: Ms Hsin-Ying Chen
Date Deposited: 28 May 2010 10:19
Last Modified: 08 Sep 2016 12:15
URI: http://etheses.whiterose.ac.uk/id/eprint/583

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)