The Effect Of Processing Instruction on Indonesian Learners' Acquisition of the English Plural Marker  

Oleh:

Djasmeini, Cindy Carla ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 276-280.
Topik: Processing instruction; Indonesian EFL learners; English plural marker; Second language acquisition
Fulltext: hal 276-280.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Processing instruction is an alternative grammar teaching technique that aims to alter learners’ default processing strategies and enhance form-meaning connections. The learning tasks in this instruction are comprehension-based, which means learners are only required to identify the meaning of the target form. It has been believed that this instruction will help learners convert input to intake before they prematurely use the target form. This paper reports the result of an experimental study that investigated the effect of such instruction on the processing and acquisition of the English plural marker. The present study took place at a senior high school located in Jakarta and the subjects participating were high school learners who were in the tenth grade. They received processing instruction for forty minutes. The instruction involved explicit information of the target form and two comprehension-based tasks to alter the way they process input and assist them to strengthen the form-meaning mapping of the form. One interpretation and one production measures were used in a pre- and post-test design (immediate effect only). The result showed that processing instruction had positive effects only on the processing of the target form but not on the production. We discuss pedagogical implications of these findings.

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