Input processing and improvement in output for the second language learning

A study based on the Processing Instruction for the teaching of Spanish subjunctive

Abstract

The present study applies Processing Instruction (PI) to the formal instruction of the Spanish subjunctive and its mood selection in relative clauses. Paralelly, it replicates two previous studies: Collentine (1998) and Farley (2001). To the present date, PI, an input processing-based methodology, has traditionally been compared to so-called output-based traditional instructions. However, in this study, PI has also been applied to output, obtaining results that shed new light on this methodology. Leaving then the comparison between experimental groups aside, the focus was set on the task, and whether interpretation or production of the target structure wielded better acquisition results. The effects of PI on verbal mood processing were also studied. The need to research with PI and informants with a mother tongue other than English led to work with German students, who also benefitted from PI.