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Processing Instruction is an approach to grammar instruction for second
language learning, contrasting with traditional grammar instruction in its
focus on structured input rather than learners' output.
This book compares student assessment after traditional grammar instruction
and after Processing Instruction to assess the positive benefits of this
method of second language teaching. Rather than examining sentence-level
tasks, the study looks at the relative effectiveness of Processing
Instruction on discourse-level linguistic ability.
Case studies using empirical data from second language learners of
Japanese, Italian and English are used to highlight the benefits to the
learner of this method of enhanced input. This monograph will be of
interest to postgraduates and academics researching second language
acquisition and applied linguistics.
"All readers - SLA researchers, language program administrators and
teachers- will find in this volume a broad-ranging treatment of Processing
Instruction and VanPatten's model of Input Processing that motivates it.
Processing Instruction and Discourse summarizes in a most efficient way
previous research on PI and reports on a number of new, fascinating
empirical studies. This timely volume extends what we know about the
effectiveness of PI to an impressive number of variables, including new
structures, new languages, and to discourse. Importantly, it moves PI to a
new context: from college language programs to primary, middle and
high-school classrooms." - Associate Professor, Cristina Sanz, Georgetown
University, USA
"The present volume addresses one aspect of processing instruction that
merited further research, namely, the interplay between this type of
instruction and discourse. It presents original research examining the
impact of processing instruction on discourse-level interpretation and
production tasks, as well the effects of presenting input to learners as
connected discourse. This book is indispensable for researchers and
students interested in processing instruction, but it is also an immensely
useful collection of sources for those who are more broadly concerned with
instructed second language acquisition."
- Professor Teresa Cadierno, University of Southern Denmark, Denmark
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