Gramática pedagógica: Procesamiento del lenguaje

Abstract

This project was designed to study the effect of explicit grammar instruction on acquisition; specifically; the relationship between structured input (VanPatten; 1996) and the acquisition of verbal aspect in English as a second language. According to the theoretical model of input processing (VanPatten; 1996); the developing linguistic system needs to receive data concerning correct gra. mmatical forms along with their corresponding meanings. These form-meaning connections are what constitutes the intake necessary for acquisition. In order to create intake; input can be structured so that the forms can be connected to their meanings. An experimental study was carried out to determine any differences in the interpretation and production of a grammatical structure before and after explicit instruction. One group worked with structured input material; while another carried out more traditional activities. Introspective techniques were also included; so as to detect any changes in processing. Preliminary results show that the students who carried out the input processing activities were superior both in interpretation and production. These results point to the benefits of including input processing instruction; in addition to production.