The present study was conducted to investigate possible interpretation discourse level effects of processing instruction and re-exposure to processing instruction on the acquisition of a specific feature of the Japanese linguistics system: namely Japanese passive forms. Processing instruction is a type of focus on form which is framed around the input processing theoretical framework. In order to carry out this investigation two separate experimental studies were conducted. All participants were native English speakers and were randomly assigned to two groups. In both experimental studies, one group received processing instruction which involved an explicit instruction component and structured input practice directed at altering the way L2 learners process input; the other group was used as a control group and received no instruction. Interpretation and production sentence level tasks, and discourse level tasks were used to measure performance after a one day instruction. A pre-test/post-test design was adopted to collect data in both studies. In the second experimental study, the processing instruction group received a re-exposure treatment between the post-test and the delayed post-test. Based on previous research carried out on the effectiveness of processing instruction, it was hypothesised that processing instruction would have positive effects on the accuracy with which subjects interpreted and produced sentences containing Japanese passive forms. A further hypothesis was that the effects of re-exposure to the processing instruction treatment (after the first post-test) would further improve subjects ability to interpret and produce sentences containing Japanese passive forms. A set of two hypotheses were formulated on possible interpretation discourse effects for processing instruction. It was hypothesised that the group receiving processing instruction would improve in its ability to interpret discourse (guided recall: dialogue and story version) containing Japanese passive forms, and that learners in this group, receiving re-exposure to the processing instruction treatment would further improve in their ability to interpret discourse containing Japanese passive forms. Overall the statistical analyses carried out on the raw scores of all the measures used supported the four hypotheses of this study. The results obtained in this research provide clear evidence that processing instruction has positive effects on the acquisition of Japanese passive construction. The present study showed that processing instruction was successful in altering the way in which learners processed the input and its effects had also an impact on the way learners produced Japanese passive construction forms. The main findings of the present study also provided new evidence on the effectiveness of processing instruction in improving learners’ performance on interpretation discourse level tasks. In addition to this, it also provides new evidence that learners receiving re-exposure to the processing instruction treatment between a post-test and a delayed post-test can further improve in their ability to interpret and produce the target feature at sentence level and interpret the target feature at discourse level. The results obtained in the two studies have implications at two levels. At the theoretical level this research provides further support for the role that input processing plays in SLA. At the pedagogical level it demonstrates the effectiveness of processing instruction on the acquisition of a different linguistic feature of the Japanese grammar system (passive forms), not only on an interpretation and production sentence level task but also on an interpretation discourse level task. It also demonstrated the important role of a re-exposure instructional treatment.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:535259 |
| Date | January 2010 |
| Creators | Hikima, Noriko |
| Contributors | Benati, Alessandro |
| Publisher | University of Greenwich |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://gala.gre.ac.uk/6604/ |
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