The effects of the processing instruction with enriched input/output in the acquisition of the article in the Spanish language

Abstract

This article presents the results of our empirical study which statistically validated the teaching/learning of the article through an operative model from the cognitive grammar perspective and its adequacy for the foreign language classroom through a model of processing instruction consisting of explicit information materials about the article and an enriched input/output activity instruction package. For the empirical study, a preliminary study, which identified the most conflicting problems, was taken into account. As for the procedure of the study, the research groups were divided into two large groups corresponding to a traditional instruction group (G-IT) and a processing instruction group (G-IP). The unique feature of our study is that for both the traditional instruction group and the processing instruction group the teaching of grammar was from a significant point of view. The final results showed that the processing instruction with enriched input/output had positive effects in the acquisition of the article in the Spanish language, and in comparison with the traditional instruction group (G-IT) the effects of the processing instruction group (G-IP) were superior.

Keywords: acquisition of the Spanish article, processing instruction, cognitive grammar, enriched input/output.