Processing Instruction: Theory, Research, and Commentary

by VanPatten; Bill

• ISBN13: 9780805846355
• ISBN10: 0805846352
• Edition: 1st
• Format: Hardcover
• Copyright: 2003-09-01
• Publisher: Routledge

Summary

This new book,Processing Instruction: Theory, Research, and Commentary,edited by Bill VanPatten--a pioneer in processing instruction (PI)--is a refreshing presentation of 10 related and not widely available articles that illustrate the role of processing instruction in second language acquisition. The articles provide both historical and current context, as well as describe the influence of the input processing model on PI. The contents include empirical papers presenting new data that demonstrate both the theoretical and pedagogical threads of research. Aside from simply establishing where PI stands in the field of instructed SLA, the book addresses issues, such as processing instruction versus other types of instruction; the impact of processing instruction on various linguistic structures; the role of explicit information in instructional intervention; and the long-term effects of processing instruction. Each section of the book is highlighted by commentaries from noted researchers in instructed SLA. An attempt was made to include voices that offer critical perspectives on various issues of PI research. The book achieves an unusually balanced approach to a subject that has stirred debate in the field. Processing Instruction: Theory, Research, and Commentarywill serve as an important source of information regarding research methodology and replication in second language acquisition. It will also be useful in graduate courses where students need exposure to research design and is especially useful for illustrating the usefulness of replication in SLA research.

Table of Contents

Acknowledgments	x
About the contributors	xi
Part I Foundations	1	(92)
Chapter 1. Input Processing in SLA
Bill VanPatten	5	(28)
Chapter 2. The Nature of Processing Instruction
Wynne Wong	33	(32)
Chapter 3. Commentary: What to Teach? How to Teach?
Patsy Lightbown	65	(14)
Chapter 4. Commentary: Input Processing as a Theory of Processing Input	79	(14)
Michael Harrington
Part II Processing Instruction Versus Other Types of Instruction	93	(90)
Chapter 5. Processing Instruction and the French Causative: Another Replication
Bill VanPatten and Wynne Wong	97	(22)
Chapter 6. Processing Instruction and Spanish Ser and Estar: Forms With Semantic-Aspectual Values
An Chung Cheng	119	(24)
Chapter 7. The Relative Effects of Processing Instruction and Meaning-Based Output Instruction
Andrew P. Farley	143	(26)
Chapter 8. Commentary: Where PI Research has Been and Where It Should be Going
Joseph Collentine	169	(14)
Part III The Roles of Structured Input and Explicit Information	183	(88)
Chapter 9. Processing Instruction in French: The Roles of Explicit Information and Structured Input
Wynne Wong	187	(20)
Chapter 10. The Effects of Structured Input Activities and Explicit Information on the Acquisition of the Italian Future Tense
Alessandro Benati	207	(20)
Chapter 11. Processing Instruction and the Spanish Subjunctive: Is Explicit Information Needed?
Andrew P. Farley	227	(14)
Chapter 12. Computer Delivered Implicit Versus Explicit Feedback in Processing Instruction
Cristina Sanz	241	(16)
Chapter 13. Commentary: When PI is Focus on Form it is Very, Very good, but When it is Focus on Forms...
Catherine J. Doughty	257	(14)
Part IV Long-Term Effects of PI	271	(20)
Chapter 14. The Long-Term Effects of Processing Instruction
Bill VanPatten and Claudia Fernandez	273	(18)
Part V Final Commentaries	291	(46)
Chapter 15. Some Comments on Input Processing and Processing Instruction
Susanne Carroll	293	(18)
Chapter 16. On the Generalizability, Limits, and Potential Future Directions of Processing Instruction Research
James F. Lee	311	(14)
Chapter 17. Several Reflections on Why There is Good Reason to Continue Researching the Effects of Processing Instruction
Bill VanPatten	325	(12)
Author Index	337	(6)
Subject Index	343