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5.2 The Effects on the Interpretation Stage ....... 41 
5.3 The Durability of the Three Groups ............ 42 
5.4 Analysis on the Interview Results ......... 44 

Chapter Five Discussion  

The  results  from  the  present  research  showed  that  the  formal  instruction  could improve the acquisition of the English participial adjectives to the TI group and the PI group,  while  the  CG  group  received  no  instruction  gained  a  little  improvement. Therefore, this chapter is to discuss the effects on every group. 

5.1 The Effects on the Production Stage 

The first question of this research was whether the PI group produced the English participial adjectives more effectively than the TI group and CG group after relearning it. The results on the production task in Chapter Four indicating the following facts: 1)  The  learners  in  PI  group  who  received  the  processing  instruction  did  improve  the relearning of English participle adjective, but they only did a little better than those in TI group and did not outperform evidently the TI group on production; 2) The learners in PI group and TI group were better than those in CG group; 3) The learners in CG group  gained  a  little  improvement  from  pretest  to  immediate  posttest  and  from immediate posttest to delayed posttest. The findings to this research corresponded to those of some previous researches which  had  made  comparative  study  on  the  traditional  instruction  and  the  processing instruction. (Van Patten1993c and 1995; Cardierno, 1995; Cheng, 2002) found that the learners  who  received  processing  instruction  got  significant  gains  in  the  production tasks  and  retained  the  effect  well  in  the  delayed  posttest,  but  there  was  subtle difference  from  some  of  the  previous  researches  which  argued  that  PI  groups  were superior  to  TI  groups  (Van Patten  and  Sanz  1995;  Van Patten  and  Wong  2004),  for  PI group  didn’t  outperform  TI  group  in  this  study.  So  this  finding  demonstrated  the efficacy of processing instruction on producing the English participial adjectives to a certain degree.  

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Conclusion

The  present  study  is  to  compare  the  effects  of  the  processing  instruction  and traditional  instruction  on  the  relearning  of  the  English  participial  adjective  for undergraduates.  From  the  data  analysis  of  the  pretest,  immediate  posttest,  delayed posttest and the questionnaire, the results indicates the following three major finding in this study:  1) Both of the learners i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。