From Theory to Practice Drawing on VanPatten’s Input Processing Theory to Address Grammatical Challenges in L2 French

VanPatten’s Input Processing Theory (IPT) explains why second language (L2) learners often struggle to process grammatical forms from input – an essential step in Second Language Acquisition (SLA). Drawing on IPT, Processing Instruction (PI) has been shown to enhance grammar acquisition across various L2s, including French. Yet, IPT and PI have made limited inroads into L2 French pedagogical practices. To help bridge this gap between SLA research and L2 instruction, this article illustrates IPT’s principles with French examples and demonstrates how they can inform the teaching of grammatical structures in L2 French.