Input-Based Approaches to Teaching Grammar: A Review of Classroom-oriented Research

2．Input-processing studies The input-processing studies examined here involve experimental comparisons of input-based and production- based instruction．Whereas traditional grammar teaching attempts to manipulate learner production,‘processing instruction’emplys‘interpretation tasks’(Ellis 1995)that invite learners to engage in intentional learning by consciously noticing how a target grammatical feature is used in input specially contrived to contain numerous exemplars of the structure.

There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language （L2）. Recent comprehensive surveys of this research have been provided by N. Ellis （1995）, R. Ellis （1990; 1994; 1997）, Larsen-Freeman and Long （1991）, Long （1988）, Spada （1997）, and Williams （1995a）. However, it is becoming increasingly difficult to draw clear conclusions given the sheer amount of research now available,