An Empirical Study Between Processing Instruction And Traditional Instruction

Input theory and output theory were always hot topics of discussion for most teaching theorist.As the representative of these two theories,Processing Instruction(PI)and Traditional Instruction(TI)are been compared by researcher.To find the greatest teaching method,I compared PI which represents input theory and TI which represents output theory through a comparative experiment of Chinese Bei-Sentence teaching,and I wish this paper can provide reference for Teaching Chinese as The Second Language.This paper is divided into five chapters:The first chapter is introduction.I have described the research purpose,significance,methods and the overall framework of this paper briefly.I have introduced and concluded the previous research results about input and output theories in the second chapter.In this chapter,we would be focusing on Input processing and PI which were put forward by Vanpatten.In the subsequent comparative teaching experiments,I also referred to the Vanpattern's teaching methods and steps.At the same time,I have sketched briefly and eliminated the shortcomings of predecessors.In the third chapter,I have described the whole teaching experiment,this experiment is divided into five parts including research questions,subjects,the features of target grammar,testing tools and standard for evaluation,intervention technique and the research procedures.I have given an outline of the previous research about Bei-Sentence and passive sentence in the features of target grammar.I have given some examples and explained what I want to examine on basis of different test types in testing tools and standard for evaluation,and the pretest,the immediate test and the delayed test are to be covered the different test types.According to different groups(PI group,TI group and control group),I have described the whole teaching procedures in the intervention technique.In the forth chapter,the pretest,immediate posttest and delayed posttest data was submitted to One-Way ANOVA,and to analyze time effect,I use the Repeated Measures with SPSS 22.0.We can conclude that:1)PI is more effective than TI in comprehension tasks.First,TI use mechanical practice during learning,students are easy to forget the knowledge in this way,however,PI correct wrong processing strategy firstly,and then,these students do some comprehension-based practice.This comprehensible input keeps the knowledge longer in the mind.2)TI can enable second language learners to produce more effective than PI.The main reason is TI pays more attention to language output;various output practice are applied to TI.Without output practice,students can understand grammar point,but they still inadvertently omit some important components in actual practice.So,it's necessary for secondLanguage learners to have some appropriate practice.After comprehensible input,doing some output practice is conductive to comprehend.3)About the time effect,PI can keep the grammar point in the mind for longer period than TI.It is mainly because compressible input is better than mechanical practice in memory retention.4)Meanwhile,we can draw a conclusion that explicit instruction is better than implicit instruction from the scores of experimental group is higher than control group.5)From the interview,we can find students prefer combine TI and PI than to learn by either of these two instructions.Because they think mechanical practice is too boring to learn,they like the instruction that they can communicate their experience in accordance with text.I think it has relations with their lively,outgoing and well-comminuted.And the most of them think practice is necessary for learning.So,it is better for them to combine these two instructions.After these above analysis,I make suggestions and give advice to Teaching Chinese as the Second Language from classroom teaching,textbook compilation and students' acquisition.The fifth chapter is conclusion.I have generalized and summarized the key viewpoint and conclusion.Then I gave a further research direction.