Processing Instruction for Input and Output Enrichment in Language Classrooms
Processing Instruction for Input and Output Enrichment in Language Classrooms

Summary/Abstract: With the onset of intense theoretical and empirical interests in the field of language teaching and learning, there has been an anticipated shift in language professionals’ opinions towards the understandings of further effectual language instruction. As the outcome of such instruction, language learners are expected to have a rich repertoire of competency in internalized second language (L2) knowledge, whether rule-based or practice-based or both- for having proficiency in the L2. Despite the traditional language instruction for teaching specific language rules through rote-learning, in the recent models suggested for processing instruction, the attempt has been made to change the ways of giving input through focused practice and to turn the input into intake coherently by promoting form and meaning correspondence. Accordingly, in the process, a range of occurrences between the input and output channel can be expected to flow through various manipulations of instruction, particularly grammar teaching, in many instances. Teachers, teacher trainers, and student teachers, -as professionals of language teaching-, are aware of both the multifaceted value of grammar teaching and the troubles with teaching grammar; we may even feel unsatisfied when we exclude grammar teaching from the classroom. Therefore, satisfied answers are sought to the questions: Does grammar teaching really work? Does grammar teaching mean language teaching? Which approaches have been suggested, discussed, and criticized in the field? Do we have past negative or positive experiences in grammar learning/teaching? The present study intends to discuss these issues once again to address the challenges in grammar teaching.

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