Delivering Processing Instruction in Classrooms and in Virtual Contexts : Research and Practice

by Lee, James F.; Benati, Alessandro G.

• ISBN13: 9781845532482
• ISBN10: 1845532481
• Format: Paperback
• Copyright: 2008-01-30
• Publisher: Isd

Summary

Processing Instruction (PI) is an approach to grammar instruction for second language learning. It derives its name from the fact that the instruction (both the explicit explanation as well as the practices) attempt to influence, alter, and/or improve the way learners process input. PI contrasts with traditional grammar instruction in many ways, principally in its focus on the learner's input rather than their output. This book focuses on a new issue for PI, the role of technology in language learning. The authors compare empirically the differential effects of delivering PI in classrooms with an instructor and students interacting (with each other and with the instructor) with students working individually on computers. This book makes a valuable contribution to the growing body of research on the effects of PI on different languages, as well as different linguistic items: preterite/imperfect aspectual contrast and negative informal commands in Spanish, the subjunctive of doubt and opinion in Italian, and the subjunctive of doubt in French.

Author Biography

Alessandro G. Benati is Head of Department of the Department of Languages and International Studies at the University of Greenwich, UK. James F. Lee is Head of Department of the Department of Spanish and Latin American Studies at the University of New South Wales, Sydney, Australia.

Table of Contents

Preface	p. ix
Introduction	p. 1
The theory and practice of Processing Instruction	p. 5
Theory	p. 5
Practice	p. 14
Processing Instruction research: foci and findings	p. 33
The Processing Problems	p. 34
The Effects of PI, TI and MOI	p. 39
The Relative Effects of the Components of PI (EI and SI)	p. 45
Conclusions	p. 48
The effects of structured input activities on the acquisition of two Japanese linguistic features	p. 49
Background	p. 49
Design	p. 51
Results	p. 55
Discussion and Conclusion	p. 61
SI for past tense	p. 63
SI for affirmative vs. negative in present tense forms	p. 64
Explicit information and output practice for TI - past tense	p. 65
Explicit information and output practice for TI - affirmative vs. negative in present tense forms	p. 66
Assessment tasks for the past tense	p. 67
Assessment tasks for the affirmative vs. negative present tense	p. 69
Comparing three modes of delivering Processing Instruction on preterite/imperfect distinction and negative informal commands in Spanish, with Jorge Aguilar-Sanchez and Erin M. McNulty	p. 73
Review of literature	p. 74
Research Questions	p. 75
Research Design and Methodology	p. 76
Materials	p. 78
Assessments	p. 82
Results	p. 83
Discussion and Conclusion	p. 91
Conclusion	p. 93
Explanation: Preterite/Imperfect Distinction	p. 94
Sample Activity: Computer Environment, Preterite/Imperfect Distinction	p. 96
Assessment Task: Preterite/Imperfect Distinction	p. 97
Comparing modes of delivering Processing Instruction and meaning-based output instruction on Italian and French subjunctive	p. 99
Background	p. 100
Research evidence contrasting PI and MOI	p. 103
Motivation for the present study	p. 106
Research Questions	p. 106
Design	p. 107
Results	p. 114
Discussion and Conclusion	p. 121
Appendix A	p. 124
Appendix B	p. 125
Appendix C	p. 126
Appendix D	p. 130
Appendix E	p. 133
Appendix F	p. 135
Summary, conclusions, and recommendations for the practice of PI	p. 137
Our findings in the larger research context	p. 137
Conclusions	p. 144
References	p. 153
Index	p. 159
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