Lesson 2: Elements of Grammar Instruction

Auto-input and Output Processing

Introduction to auto-input (output processing).

Duration: 00:24


The explicit analysis of the grammar of a second language and the development of metalinguistic awareness can be highly effective to learn a second language. One problem, however, is that learners may not be developmentally ready to process the grammar points selected by the teacher. One solution to this problem is to focus students on analysis of their own language production.

Typically, learners are exposed to language data from different sources (i.e., language input), and they also produce their own language data (i.e., language output). However, when students analyze their own production, they are effectively using their own language output as input data. This is a useful procedure to help students understand the limitations of their own knowledge and to identify more precisely their learning goals. In the following video segment, the instructor describes the features of the type of processing that underlies the notion of auto-input (as part of output processing).


A discussion on auto-input (output processing).

Duration: 00:56

Application: Dictogloss

Watch the video segment and play the role of the student who is engaged in reconstructing a text in a dictogloss activity. Is it difficult to accomplish the goal of the activity? Are the instructions clear enough for students to understand what they have to do?


The instructor leads the class in a dictogloss activity.

Duration: 02:43

Analysis of Dictogloss Benefits

Finally, review the outcome of the dictogloss. The instructor makes specific reference to one particular grammatical structure being used in the reconstructed text.

In your own words, can you describe what type of pedagogical opportunity the dictogloss may bring about?


The outcome of the dictogloss activity is discussed.

Duration: 01:30