This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made the greatest gains in written fluency. The PI group's statistical gains in production measures held through the delayed posttest.

There are numerous methods of teaching English as a second language to pupils in the lower grades of elementary school. Previous research indicates that some teaching methods are successful among children in pre-school and older pupils, but few studies have investigated their effects on 6-8-year-old pupils. The aim of this study is to compare two teaching methods, TPRS and Reading Aloud, to decide which one is more effective in second language vocabulary learning. Previous research in the field is presented and compared to the results of this study. This case study was conducted in an elementary school in Sweden, with 12 pupils in their first year of compulsory school and 13 pupils in their second year of compulsory school. The results suggest that TPRS as a teaching method is more effective than reading aloud when it comes to second language vocabulary learning. Further research suggestions are also presented in this essay.

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