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Abstract
This study compares the effect of a traditional approach to teaching grammar with the processing instruction approach when dealing with psychological verbs that alternate between a transitive and an intransitive use (molestarle/molestarla). The traditional approach tries to help students develop the right connections between the form of the input and its meaning emphasizing the early production of the structures. The processing instruction approach delays the production of the structure until the student has been given enough time and practice processing the input. The results, measured both by the correct interpretation and production of the structure, ...