Processing Instruction: A Method for Focusing on Form within the Communicative Approach

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Processing Instruction: Please read about the priniciples of Processing Instruction methodology, structured input, and structured output, and then answer the questions that follow.

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Processing Instruction is a methodology for grammar instruction that takes into account certain strategies learners use in order to get meaning from the language they see and hear.

1. English-dominant learners often think the first noun or pronoun they hear in an utterance is the subject. *

1 point

True

False

2. According to the Processing Instruction methodology, learners are capable of giving equal attention both to form and to meaning.

1 point

True

False

Clear selection

3. In this utterance, is the -ed ending on the verb redundant?

"Yesterday, I chatted with my neighbor for a bit before going to work."

1 point

Yes, it is redundant because "yesterday" already indicated that this happened in the past.

Yes, it is redundant, so it is not required for the sentence to be grammatical.

No, it is not redundant because it is required for the sentence to be grammatical.

No, it is not redundant because nothing else in the sentence indicates that this happened in the past.

4. How noticeable is the third-person verb ending -s in the following example?

"She almost always leaves for work before 7:00 AM."

1 point

It's very noticeable - even though the pronoun "she" comes first, it's located in the middle of the utterance.

It's not very noticeable - the pronoun "she" comes first and it's located in the middle of the utterance.

It's very noticeable - it's necessary for the listener to intepret the utterance correctly.

It's not very noticeable - but at least it's located in the middle of the utterance, not at the end.

Clear selection

5. An English-as-a-Second-Language (ESL) teacher has noted that her learners often leave off the third-person -s. The day after a review of vocabulary related to daily routines, she begins her lesson with the following:

Lesson plan (partial)

1. Warm-up

2. Review the third-person -s in the daily routine context. Have learners give examples.

3. Inform learners of their processing strategies (watch for things that repeat, listen to the middle of the sentence).

4. First activity: Match the people on the left with what they typically do on the right. Names are learners in the class that have mentioned what they typically do.

Mark... ... grades our homework.

Alex... ... works at the public pool.

My friend _____... ... goes to footbal practice.

My teacher... ... practices with his band.

Emma... ... watches her little sister.

Jayden... ..._______ with me.

Mark all the best practices you think this teacher used (check all that apply).

1 point

She is using vocabulary the learners are already familiar with.

She is focusing mostly on input first, before having the learners produce a lot.

She told the learners about their processing strategies.

She broke up the utterances to focus the learners' attention on the middles of the sentences.

She has drawn their attention to the targeted form (third-person -s).

She is focusing on one specific form (third-person -s).

Required

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