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to give students optimum practice in language production”（Paulston 1976). The  processing  instruction  (PI)  put  forward  by  Van Patten  and  Cadierno  (1993a and 1993b), holds the opposite way with the traditional instruction. Van Patten (1996) proposes that the main feature of the PI is its comprehensible input rather than output. It  tries  to  change  the  way  in  which  learners  process  input  and  draw  the  learners’ attention  to  grammatical  features  in  input.  Its  purpose  is  to  make  form-meaning mapping and lead to better intake (Van Patten 1996). Secondly,  the  present  study  aims  to  explore  whether  PI  can  facilitate  the acquisition  of  the  English  participial  adjectives.  Because  this  syntactic  structure  is difficult for Chinese students to acquire, if PI can improve the interest and acquisition of the learners, we can also apply it into our teaching. Van Patten and Cadierno set the comparative  research  between  the  processing  instruction  and  the  traditional instruction.  The  language  structures  in  their  research  include  object  pronouns  and word  order  in  Spanish.  The  results  show  that  PI  lead  to  significant  progress  in  both production  and  comprehension  and  the  TI  is  inferior  to  PI.  Other  researches  (Benati 2005; Vanpatten and Wong 2004; Vanparren and Sanz 1995) make further researches in  this  area.  
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Chapter Two Literature Review 

2.1 Overview 
There  is  an  overview  about  the  relative  theories.  Based  on  it,  this  chapter provides a solid foundation for the following empirical studies.   Studies on the formal instruction have tried to find out whether it could improve the  learner’s  interlanguage  system.  There  are  some  findings  in  the  following:  a) formal instruction has a positive effect on the learners’ strategies; b) formal instruction can improve the rate of learning; c) formal instruction probably improves the learners’ ultimate level of the Second Language attainment (Ellis 1990). The results reveal that formal instruction plays an important role in the second language learning, which can promote the accuracy and proficiency on the usage of the target language.     Schmidt  (1990)  further  argued  that:  “Nothing  in  target  language  input  becomes intake for language learning other than what learners consciously notice… Incidental learning in another sense, picking up target forms from input when they do not carry information  crucial  to  the  task,  appears  unlikely  for  adults.”  In  a  brief,  learners acquire  the  second  language  by  conscious  attention  to  the  fo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。