James F. Lee

Alessandro G. Benati

This volume tracks the impact Processing Instruction has made since its conception. The authors explain Processing Instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. They review the empirical research conducted to date, so that readers have an overview of new research carried out on the effects of Processing Instruction. The work concludes with reflections on the generalizability and limits of the research on Processing Instruction and offers future directions for Processing Instruction research.

Research and Perspectives on Processing Instruction

Paul Malovrh

Thiswork identifies developmental stages in the acquisition of object pronouns byinstructed second language learners of Spanish. It examines learners rangingfrom beginner to advanced, where the most advanced are themselves teachers ofSpanish language courses. Experienceabroad is an important variable in the data. The book explores language production from a functionalist perspective,examining form-to-function and function-to-form mappings, and explores L2processing within the framework of the model of input processing. It providesinsights into related developments in the production of appropriate morphologyin clitic pronouns, their placement in OV contexts, and how they are processedas input. Detailed analysis revealsrelated development between the production, placement, and processing of cliticpronouns in terms of specific linguistic features, and, along with aconcept-oriented analysis of language production, we propose stages ofinterlanguage development. Finally, theextent to which classroom learning affects interlanguage development isexplored; formal instruction and experience abroad are examined, as well as thespecific instruction on object pronouns and overall exposure to instruction.

The L2 Acquisition of Object Pronouns in Spanish

The Developmental Dimension in Instructed Second Language Learning

The research we present in this book establishes a unique line of research within the Processing Instruction model by assessing the transfer-of-training effects of this approach to grammar instruction on how learners make form-meaning connections. In this book we present the results of three experimental studies investigating secondary and cumulative effects in French, Italian and English.

Secondary and Cumulative Effects

Grammar Acquisition and Processing Instruction

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.

Processing Instruction and Discourse

Albert Valdman

This collection of papers is divided into three parts. After "Introduction" (James F. Lee and Albert Valdman), Part 1, "Theoretical Aspects of Focus on Form," includes "What Form to Focus On? Linguistics, Language Awareness, and the Education of l2 Teachers" (Cristina Sanz); "Five Types of Input and the Various Relationships between Form and Meaning" (James F. Lee); "Processing Instruction as Form-Meaning Connections: Issues in Theory and Research" (Bill VanPatten); and "Attention, Awareness, and Focus on Form Research: a Critical Overview" (Ronald P. Leow). Part 2, "The Teaching Context for Focus on Form," includes "Classroom Talk: Form, Meaning, and Activity Theory" (Celeste Kinginger) and "Meaning and Form in Classroom-Based sla Research: Reflections from a College Foreign Language Perspective" (Heidi Byrnes). Part 3, "Pedagogical Applications," includes "Toward a Pedagogical Discourse of Grammar: Techniques for Teaching Word-Order Constructions" (Carl S. Blyth); "The Effect of Explicit Training on Successful Circumlocution: a Classroom Study" (Mary Ellen Scullen and Sarah Jourdain); "Relationships between the Process of Reading, Word Inferencing, and Incidental Word Acquisition" (Susanne Rott); and "Linking Form and Meaning in Reading: An Example of Action Research" (Catherine C. Fraser). (Papers contain references.) (Sm).

Multiple Perspectives

Form and Meaning

Identifies the developmental stages that characterize the acquisition of direct pronouns in Spanish and the effect of formal instruction on language development.

James F. Lee

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