Online methods and tasks in research measuring the effects of processing instruction

Authors

  • Alessandro Benati The University of Hong Kong

DOI:

https://doi.org/10.1558/isla.40641

Keywords:

online methods/tasks, offline methods/tasks, processing instruction

Abstract

Empirical research measuring the effects of processing instruction comes largely from offline tasks. This introductory article to the current special issue provides readers with the following: (1) a brief description of processing instruction; (2) a short review of previous offline research; (3) a review of more recent online studies measuring real-time sentence comprehension.

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Author Biography

Alessandro Benati, The University of Hong Kong

Alessandro Benati is Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called processing instruction. He is a member of the REF Panel 2021 and Honorary Professor at the University of York SJ.

References

Benati, A. (2004a) The effects of structured input and explicit information on the acquisition of Italian future tense. In B. VanPatten (ed.) Processing Instruction: Theory, Research, and Commentary 207–55. New York: Routledge. https://doi.org/10.4324/9781410610195

Benati, A. (2004b) The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness 13(2): 67–80. https://doi.org/10.1080/09658410408667087

Benati, A. (2005) The effects of processing instruction, traditional instruction and meaning–output instruction on the acquisition of the English past simple tense. Language Teaching Research 9: 67–113. https://doi.org/10.1191/1362168805lr154oa

Benati, A. (2013a) The Input Processing Theory in second language acquisition. In M. del P. García Mayo, M. J. G. Mangado and M. Martínez-Adrián (eds) Contemporary Approaches to Second Language Acquisition 93–110. Amsterdam: John Benjamins. https://doi.org/10.1075/aals.9.08ch5

Benati, A. (2013b) Age and the effects of processing instruction on the acquisition of English passive constructions among school children and adult native speakers of Turkish. In J. F. Lee and A. Benati (eds) Individual Differences and Processing Instruction 83–104. Sheffield, UK: Equinox.

Benati, A. (2019) Classroom-oriented research: processing instruction. Language Teaching 52(3): 343–59. https://doi.org/10.1017/S0261444817000386

Benati, A. (2020) The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: an eye-tracking study measuring accuracy in responses and processing patterns. Language Teaching Research 24: 1–21. https://doi.org/10.1177/1362168820928577

Benati, A. (2021) Input Processing and Processing Instruction: The Acquisition of Italian and Modern Standard Arabic. Amsterdam: Benjamins Publishing, Bilingual Processing Series (forthcoming).

Benati, A. and Batziou, M. (2017) The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms. International Review of Applied Linguistics in Language 57(3): 265–88. https://doi.org/10.1515/iral-2016-0038

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Published

2020-10-16

How to Cite

Benati, A. (2020). Online methods and tasks in research measuring the effects of processing instruction. Instructed Second Language Acquisition, 4(2), 111–123. https://doi.org/10.1558/isla.40641

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