Abstract
This study was designed to study the effect of explicit grammar instruction on acquisition; specifically; the relationship between processing instruction (Van Patten 1996) and the acquisition of progressive aspect in English as a second language. An experimental study was carried out to determine any differences in the interpretation and production of grammatical structure before and after processing instruction; compared to traditional instruction. The results showed that the students who carried out the input processing activities were superior both in interpretation and production; especially concerning the aspectual contrast of the progressive form with the present simple.
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