InputProcessing.

InputProcessing&Processinginstruction输入加工与输入加工教学法1/94Todayweexplore:1.InputProcessing(VanPattern’sPrinciples)2.Processinginstruction(Grammarinstructionthathasstructuredinputatitscore.)3.Researchesonitseffectiveness4.Guidelinesfordevelopingstructuredinputactivities2/94InputprocessingTraditionalinstructionDrillsManipulatedoutputDivorcedfrommeaningorcommunicationKrashen’sComprehensiveinputCommunicativeapproachImmersionProgram(“强势”交际法)NoticebutnotprocessIntermsofInputmodification,negotiation;NOTpsycholinguisticallyintermsofprocessing3/94InputprocessingCoreissuesofInputprocessingHowlearnersinitiallyconnect(perceiveandprocess)linguisticdatawiththeirmeaningandfunctions?Whymaketheconnectionsatagivenmoment?Whatstrategiesisused?4/94IntakefrominputInputprocessingisconcernedwiththosepsycholinguisticstrategiesandmechanismsbywhichlearnersderiveintakefrominput.Intakereferstothelinguisticdataintheinputthatlearnersattendtoandholdinworkingmemoryduringonlinecomprehension.5/946/94VanPatten’smodelVanPatten’smodelTheroleofworkingmemoryisimportantinthismodelsincesomeoftheprinciplesarepredicatedonalimitedcapacityforprocessing.Humansdevelopmechanismsthatallowthemtoselectivelyattendtoincomingstimuli.Withoutsuchmechanisms,therewouldbeinformationaloverload.7/94VanPatten’sPrinciplesP1意义优先原则Principle1.ThePrimacyofMeaningPrinciple.Learnersprocessinputformeaningbeforeform.P1a.ThePrimacyofContentWordsPrinciple.Firstprocesscontentwordsintheinput.P1b.TheLexicalPreferencePrinciple.Relyonlexicalitemsasopposedtogrammaticalformtogetmeaningwhenbothencodethesamesemanticinformation.Example:Iwenttothestoreyesterday.8/94VanPatten’sPrinciplesP1意义优先原则P1c.ThePreferenceforNonredundancyPrinciple.Learnersaremorelikelytoprocessnonredundantmeaningfulgrammaticalformbeforetheyprocessredundantmeaningfulforms.Examples:Iwenttothestoreyesterday.(redundantpast)Iwenttothestore.(non-redundantpast)9/94CommunicativevalueNatureofcommunicativevalueInordertograspthesemanticnotionof“inprogress”theL2learnerofEnglishmustprocesstheverbalinflection–ingintheinput.Themorecommunicativevalueaformhas,themorelikelyitistogetprocessedandmadeavailableintheintakedataforacquisition.Thelesscommunicativevalueaformhas,themorelikelylearnersareto“skip”itintheinput.10/9411/94VanPatten’sPrinciplesP1意义优先原则P1d.TheMeaning-before-NonmeaningPrinciple.Learnersaremorelikelytoprocessmeaningfulgrammaticalformsbeforenonmeaningfulforms.Example:Losgatosnegros.(masculine–non-meaningful)(plural“s”–meaningful)VanPatten’sPrinciplesP1意义优先原则P1e.TheSentenceLocationPrinciple.Learnerstendtoprocessitemsinsentenceinitialpositionbeforethoseinfinalpositionandthoseinmedialposition.Example:JeanfaitpromenerlechienàMarie.(*Frenchcausative)Students:*JohnwalksthedogforMary.Correct:JohnmakesMarywalkthedog.(*Studentswillincorrectlyencode“Jean”asthesubjectofthesecondverbandthusdeliveringerroneousintaketotheirdevelopinglinguisticsystems.)12/94VanPatten’sPrinciplesP2首位名词原则Principle2.TheFirstNounPrinciple.Learnerstendtoprocessthefirstnounorpronountheyencounterinasentenceasthesubjectoragent.Example:AJuannolegustahelado.(*Studentswillincorrectlyencode“Juan”asthesubjectofthesentenceandthusdeliveringerroneousintaketotheirdevelopinglinguisticsystems.)13/94VanPatten’sPrinciplesP2首位名词原则P2a.TheLexicalSemanticsPrinciple.Learnersmayrelyonlexicalsemantics,wherepossible,insteadofwordordertointerpretsentences.(seepreviousexamples)WordOrderP2,thefirstnounprinciple,mayhaveimportanteffectsontheacquisitionofalanguagethatdoesnotfollowstrictsubject-verb-object(SVO)wordorder.14/94VanPatten’sPrinciplesP2首位名词原则P2b.TheEventProbabilitiesPrinciple.Learnersmayrelyoneventprobabilities(i.e.what’smorelikelytohappen),wherepossible,insteadofwordordertointerpretsentences.Forexample:Thelionwaskilledbythehunter.ResearchhasshownthatlearnersofEnglishasanL2incorrectlyinterpretitas:Thelionkilledthehunter.15/94SummaryResearchoninputprocessingattemptstodescribe:Whatlinguisticdatalearnersattendto?Whichonestheydonotattendto?Whatgrammaticalroleslearnersassigntonouns?Howpositioninanutteranceinfluenceswhatgetsprocessed.Intakeisgrammaticalinformationasitrelatestomeaningthatlearnershavecomprehended(orthinktheyhavecomprehended.)16/9417/94RethinkingGrammarInstruction:StructuredinputProcessinginstructionProcessinginstructionconsistsofthreebasiccomponents:Learnersaregiveninformationaboutalinguisticstructureorform.Learnersareinformedaboutaparticularprocessingstrategythatmaynegativelyaffecttheirpickingupoftheformorstructure.Learnersarepushedtoprocesstheformorstructureduringactivitieswithstructuredinput-inputthatismanipulatedinparticularwaystopushlearnerstobecomedependentonformandstructuredtogetmeaning.18/94学习者注意到语法形式，但不等于正确地匹配形式-意义。原因是学习者内部错误的输入加工策略阻碍了他们的正确加工。所以需要采用输入加工教学法来”优化”他们的策略。Processing-orientedgrammarinstructionInputIntakeDevelopingSystemOutputProcessingMechanismsFocusedPractice19/94通过显性信息（元语言知识讲解延时和学习者输入加工策略解释）+结构化输入练习，优化内部输入加工程序，形成语法形式与意义在工作记忆中的正确共线联结。Anexampleofrelatingprocessingstrategiestoinstruction:VerbmorphologyStep1.Listeningfor