Processing Instruction

Students process specially designed input where understanding meaning requires noticing the target grammar.

Procedure

1. Explain the target structure briefly.
2. Explain the processing problem (e.g., students ignore passive markers and assume first noun = agent).
3. Present structured input: students listen to sentences and complete a task that REQUIRES correct processing (e.g., "Who did the action?").
4. Students do NOT produce the structure — only interpret it.
5. Check answers; discuss why certain interpretations are wrong.

Tips

• No production practice — this is purely input-based.
• Especially effective for structures where learners rely on faulty word-order strategies.