A Comparative Study Of Input Processing Instruction And Traditional Instruction From Foreign Language Learning Motivation Perspective

As English has become an international language in the world, English learning in China has been more and more important. Especially with the fast development of education, nowadays scholars and researchers in second language acquisition(SLA) primarily focus on how learners can acquire language effectively. As one of the most essential and complicated factor and individual differences among foreign language acquisition, motivation provides the initiate impetus to learning, which also driving force to maintain language learning process. In Chinese English learning classroom, the most widely used method in grammar teaching is explicit information guiding with mechanical output practice. Since the input processing instruction has been put forward, many researches have conducted to make a comparative effects study with traditional instruction. However, most previous researches focused on native English speakers, few of them pay attention on Chinese EFL under Chinese context.Therefore, the present research is conducted on the basis of the relevant literature and previous researches. The research compares the effects on learning subjunctive mood between input processing instruction and traditional instruction under the perspective of foreign language learning motivation.The two different instructions were carried out respectively in the two groups: Processing Instruction Group(PI Group) and Traditional Instruction Group(TI Group). All the 77 subjects of the present research were chosen from the non-English major freshmen in Huihua College. Participants were asked to taken the pretest and questionnaire investigation before the experiment. The second week is the instructional period, which the input processing instruction and traditional instruction implement respectively in the two classes. After relearning the target grammatical structure, an immediate post-test was administered. SPSS 19.0 was applied to assist analyzing the data.The results show that input processing instruction is more effective than traditional instruction on learning subjunctive mood. Both input processing instruction and traditional instruction are beneficial to connecting form-meaning on subjunctive mood. Input processing instruction works more effective on interpreting the target structure, while traditional instruction works better on producing it. Input processing instruction affects middle motivation intensity type learners most significantly.The research sheds some light on second language acquisition and provides some implications on English grammar teaching in the front line.