Processing Instruction (PI) is an approach to grammar instruction for
second language learning. It derives its name from the fact that the
instruction (both the explicit explanation as well as the practices)
attempt to influence, alter, and/or improve the way learners process
input. PI contrasts with traditional grammar instruction in many ways,
most principally in its focus on input whereas traditional grammar
instruction focuses on learners' output. The greatest contribution of PI
to both theory and practice is the concept of "structured input", a form
of comprehensible input that has been manipulated to maximize learners'
benefit of exposure to input.
This volume focuses on a new issue for PI, the role of technology in
language learning. It examines empirically the differential effects of
delivering PI in classrooms with an instructor and students interacting
(with each other and with the instructor) versus on computers to
students working individually. It also contributes to the growing body
of research on the effects of PI on different languages as well as
different linguistic items: preterite/imperfect aspectual contrast and
negative informal commands in Spanish, the subjunctive of doubt and
opinion in Italian, and the subjunctive of doubt in French. Further
research contributions are made by comparing PI with other types of
instruction, specifically, with meaning-oriented output instruction.
