Processing instruction

Processing Instruction (PI) is a concept in the field of Second Language Acquisition (SLA) that focuses on how language instruction can best facilitate the learner's internalization and use of linguistic structures. The theory behind Processing Instruction was developed by Bill VanPatten, a prominent figure in the field of SLA. PI is based on the premise that learners have innate processing strategies that they use to interpret the input they receive in a second language, and that these strategies can sometimes lead to the development of incorrect grammatical representations. Therefore, PI aims to explicitly address these processing issues through structured input activities that guide learners to reinterpret their initial, often incorrect, parsing strategies.

Overview

Processing Instruction involves two main components: input processing (IP) and structured input (SI). IP refers to the strategies that learners naturally employ to make sense of the language input they receive. VanPatten posits that learners tend to process input for meaning before form, which can lead to systematic errors. For example, learners might consistently misinterpret the grammatical role of subjects and objects in sentences, leading to errors in understanding and production.

Structured input, on the other hand, is designed to help learners focus on form while still prioritizing meaning. SI activities are carefully crafted to push learners to notice and process grammatical forms that they might otherwise overlook. These activities often involve making form-meaning connections more salient or requiring learners to process the target form in order to understand the meaning of a sentence or discourse.

Principles of Processing Instruction

Processing Instruction is guided by several key principles: 1. Input should be meaningful and communicative. 2. Activities should focus on form within a meaningful context, not in isolation. 3. Learners should be pushed to process the form that is typically processed incorrectly or not at all. 4. The goal is to change the way learners process input, not just to provide practice with forms.

Applications and Criticisms

Processing Instruction has been applied to the teaching of various grammatical structures across different languages, with research generally supporting its effectiveness in improving learners' ability to process and use target forms. However, some critics argue that PI may be too focused on form at the expense of communicative competence. Others question the generalizability of PI findings across different learner populations and linguistic structures.

Conclusion

Processing Instruction represents a significant shift in language teaching, from a focus on output and practice to an emphasis on input and processing strategies. By addressing the underlying processing issues that lead to grammatical errors, PI aims to facilitate deeper and more lasting learning of a second language.