This study examines the generalizability of VanPatten and Cadierno (1993b) by investigatingthe relative effect of two types of explicit grammar instruction on learners' ability tointerpret and produce sentences containing the French causative. Nine classes of 179fourth-semester French students were assigned to three groups: (a) processing instruction, (b)traditional instruction, and (c) no instruction. The results indicate that processing instruction is aseffective as traditional instruction in enabling learners to interpret the French causative and thattraditional instruction is more effective in enabling learners to produce the French causative.