Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-22T07:51:03.920Z Has data issue: false hasContentIssue false
  • English
  • Français

Classroom-oriented research: Processing Instruction (findings and implications)

Published online by Cambridge University Press:  21 November 2017

Alessandro Benati
Alessandro Benati*
Affiliation:
University of Portsmouth, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular, has primarily used listening and reading measures (so-called ‘off-line measures’) to elicit how learners comprehend and process sentences. On-line measurements, such as eye tracking and self-paced reading, have now been incorporated into PI research to measure language processing more directly. Finally, this paper provides specific guidelines and procedures for teachers on when and how to use PI.

Type
Plenary Speeches
Information
Language Teaching , Volume 52 , Issue 3 , July 2019 , pp. 343 - 359
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Revised version of a plenary address given at the Conference on Classroom-oriented research: The importance of a macro- and micro-perspective held at the State University of Applied Sciences, Konin, Poland, 9–11 October 2017

References

Benati, A. (2005). The effects of PI, TI and MOI in the acquisition of English simple past tense. Language Teaching Research 9.1, 67–113.Google Scholar
Benati, A. (2013). Age and the effects of processing instruction on the acquisition of English passive constructions among school children and adult native speakers of Turkish. In Lee, J. F. & Benati, A. (eds.), Individual differences and processing instruction, 83–104.Google Scholar
Benati, A. & Lee, J. F. (2008). Grammar acquisition and processing instruction: Secondary and cumulative effects. Bristol: Multilingual Matters.Google Scholar
Benati, A. & Lee, J. F. (2010). Processing instruction and discourse. London: Continuum.Google Scholar
Benati, A. & Lee, J. F., with McNulty, E. (2010). Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando. In A. Benati & J. F. Lee (2010), 97–147.Google Scholar
Benati, A. & Lee, J. F. (2015). Processing instruction: New insights after twenty years of theory, research and application. Special Issue in International Review of Applied Linguistics in Language Teaching 53.2, 87–275.Google Scholar
Benati, A. & Batziou, M. (2017). The effects of structured-input and structured-output tasks on the acquisition of English causative. International Review of Applied Linguistics in Language Teaching.Google Scholar
Benati, A. & Batziou, M. (2018). Discourse and long-term effects of structured-input and structured-output tasks in combination and isolation on the acquisition of passive English causative forms. Language Awareness.Google Scholar
Benati, A. & Ayah, F. (forthcoming). The effects of motivation and processing instruction in the acquisition of Modern Standard Arabic gender agreement.Google Scholar
Benati, A. & Schwieter, J. (forthcoming). Focus on form. In Schwieter, J. & Benati, A. (eds.), The Cambridge handbook of language learning. Cambridge: Cambridge University Press.Google Scholar
Cox, J. & Sanz, C. (2015). Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals. International Review of Applied Linguistics in Language Teaching 53.2, 225–248.Google Scholar
Dracos, M. (2013). The effects of form-focused training and working memory on the L2 processing and learning of morphological cues. Unpublished doctoral dissertation, Pennsylvania State University.Google Scholar
Farley, A. (2001). The effects of processing instruction and meaning-based output instruction. Spanish Applied Linguistics 5.2, 57–94.Google Scholar
Farley, A. (2004). The relative effects of processing instruction and meaning-based output instruction. In VanPatten, B. (ed.), 143–168.Google Scholar
Fernández, C. (2008). Re-examining the role of explicit information in processing instruction. Studies in Second Language Acquisition 30.2, 277–305.Google Scholar
Henry, N. (2015). Morphosyntactic processing, cue interaction, and the effects of instruction: An investigation of processing instruction and the acquisition of case markings in L2 German. Unpublished doctoral dissertation, Pennsylvania State University.Google Scholar
Keating, G. & Farley, A. (2008). Processing instruction, meaning-based output instruction, and meaning-based drills: Impacts on classroom L2 acquisition of Spanish object pronouns. Hispania 91.3, 639–650.Google Scholar
Lee, J. F. & VanPatten, B. (2003). Making communicative language teaching happen. NewYork: McGraw-Hill.Google Scholar
Lee, J. F. & Benati, A. (2007a). Delivering processing instruction in classrooms and virtual contexts: Research and practice. Equinox, London.Google Scholar
Lee, J. F. & Benati, A. (2007b). Second language processing: An analysis of theory, problems and possible solutions. Continuum: London.Google Scholar
Lee, J. F. (forthcoming). Bidirectional transfer-of-training effects of processing instruction on the English causative and English passive: An-eye tracking study.Google Scholar
Leeser, M. (forthcoming). A research synthesis and meta-analysis of processing instruction.Google Scholar
McManus, K. & Marsden, E. (2017). L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition 39.3, 459–492.Google Scholar
Marsden, E. (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input. Language Learning 56.3, 507–566.Google Scholar
Mavrontoni, M. & Benati, A. (2013). The effects of processing instruction and traditional instruction on two different school-age learners: The case of English present simple tense, third person singular. In Lee, J. F. & Benati, A. (eds.), Individual differences and processing instruction, 185–210.Google Scholar
Uludag, O. & VanPatten, B. (2012). The comparative effects of processing instruction and dictogloss on the acquisition of the English passive by speakers of Turkish. International Review of Applied Linguistics 50.3, 189–212.Google Scholar
VanPatten, B. (ed). 2004. Processing instruction: Theory, research, and commentary. Mahwah NJ: Erlbaum.Google Scholar
VanPatten, B. (2004). Input processing in second language acquisition. In VanPatten, B. (ed.), 5–31.Google Scholar
VanPatten, B. & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition 15.2, 225–243.Google Scholar
VanPatten, B. & Sanz, C. (1995). From input to output: processing instruction and communicative tasks. In Eckman, F. R., Highland, D., Lee, P. W., Mileham, J. & Weber, R. R. (eds.), Second language acquisition theory and pedagogy. Mahwah, NJ: Erlbaum, 169–185.Google Scholar
VanPatten, B. & Oikennon, S. (1996). Explanation vs. structured input in processing instruction. Studies in Second Language Acquisition 18.3, 495–510.Google Scholar
VanPatten, B. & Fernández, C. (2004). The long-term effects of processing instruction. In VanPatten, B. (ed.), 273–289.Google Scholar
VanPatten, B. & Wong, W. (2004). Processing instruction and the French causative: Another replication. In VanPatten, B. (ed.), 97–118.Google Scholar
VanPatten, B., Farmer, J. & Clardy, C. (2009). Processing instruction and meaning-based output instruction: A response to Keating and Farley (2008). Hispania 92.1, 116–126.Google Scholar
VanPatten, B. & Borst, S. (2012). The roles of explicit information and grammatical sensitivity in processing instruction: Nominative-accusative case marking and word order in German L2. Foreign Language Annals 45.1, 92–109.Google Scholar
VanPatten, B., Collopy, E., Price, J., Borst, S. & Qualin, A. (2013). Explicit information, grammatical sensitivity, and the First Noun Principle: A cross-linguistic study in processing instruction. Modern Language Journal 97.2, 504–525.Google Scholar
Wong, W. (2004). Processing instruction in French: The roles of explicit information and structured input. In VanPatten, B. (ed.), 187–205.Google Scholar
Wong, W. (forthcoming). The effects of processing instruction and traditional instruction on L2 online processing of the causative construction in French: An eye-tracking study. Studies in Second Language Acquisition.Google Scholar