Secondary and Cumulative Effects in Attaining L2 Proficiency in the Classroom: The Acquisition of French

Abstract

This chapter presents the results of an unique line of research within the processing instruction model which has assessed secondary and cumulative effects of this approach on grammar instruction. Research on processing instruction has so far focused on measuring its direct and primary effects by comparing this type of instruction with traditional and meaning-output based instruction. The results of the empirical research have shown that processing instruction is a better approach to output-based approaches to grammar instruction. Processing instruction is a very effective approach towards altering inappropriate processing strategies and instils appropriate ones in L2 learners. Despite the positive results obtained on measuring the primary effects of processing instruction, no research has yet been conducted to look into possible secondary and cumulative effects of this approach. The main aim of this chapter is to present results of a study investigating secondary and cumulative effects for processing instruction in the acquisition of French.