Affective Structured Input Online: How Authentic Are Learner Responses?

Second-language learners use processing strategies, such as assigning agency to the first noun of an utterance when grammatical cues indicate a contrary interpretation, that can impede correct form-meaning mappings. Processing instruction was developed to push learners to use more optimal processing strategies so that they can make correct form-meaning mappings. The processing instruction protocol consists of explicit instruction followed by structured input activities. Structured input, in turn, consists of referential and affective activities. In referential structured input, a correct interpretation requires attention to form and meaning. Affective structured input consists of activities without correct or incorrect answers.

Structured input has been associated with gains in interpretation and production in immediate and delayed posttests with and without the instructional phase. These results suggest that the corrective feedback on learner interpretations during referential activities serves as an implicit form of instruction. Although corrective feedback is not available with affective structured input, these activities are thought to reinforce form-meaning mappings made during referential structured input. The value of affective structured input rests on the assumption that learners attend to meaning during these activities. The present study examines evidence of meaningful learner responses to affective structured input activities. Learner responses were analyzed qualitatively for plausibility and quantitatively for consistency.