Online methods and tasks in research measuring the effects of processing instruction
DOI:
https://doi.org/10.1558/isla.40641Keywords:
online methods/tasks, offline methods/tasks, processing instructionAbstract
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.
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
Benati, A. and Batziou, M. (2019) Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form. Language Awareness 28(2): 77–96. https://doi.org/10.1080/09658416.2019.1604721
Benati, A. and Lee, J. (2008) Grammar Acquisition and Processing Instruction: Secondary and Cumulative Effects. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847691057
Benati, A. and Lee, J. (2010) Processing Instruction and Discourse. London: Continuum.
Benati, A. and Lee, J. (2015) Processing instruction: new insights after twenty years of theory, research and application. International Review of Applied Linguistics in Language 53 (special issue).
Benati, A. and Schwieter, J. W. (2017) Input processing and processing instruction: pedagogical and cognitive considerations for L3 acquisition. In T. Angelovska and A. Hahn (eds) L3 Syntactic Transfer: Models, New Developments and Implications 195–223. Amsterdam: John Benjamins. https://doi.org/10.1075/bpa.5.12ben
Farley, A. (2004) Processing instruction and the Spanish subjunctive: is explicit information needed? In B. VanPatten (ed.) Processing Instruction: Theory, Research, and Commentary 227–39. New York: Routledge. https://doi.org/10.4324/9781410610195
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, State College.
Ito, K. and Wong, W. (2019) Processing instruction and the effects of input modality and voice familiarity on the acquisition of the French causative construction. Studies in Second Language Acquisition 41(2): 443–68. https://doi.org/10.1017/S0272263118000281
Lee, J. (2015) The milestones in twenty years of processing instruction research. International Review of Applied Linguistics in Language Teaching 53(2): 111–26. https://doi.org/10.1515/iral-2015-0006
Lee, J. and Benati, A. (2007a) Delivering Processing Instruction in Classrooms and Virtual Contexts: Research and Practice. London: Equinox.
Lee, J. and Benati, A. (2007b) Second Language Processing: An Analysis of Theory, Problems and Possible Solutions. London: Continuum. Lee, J. and Benati, A. (2009) Research and Perspectives on Processing Instruction. Berlin: De Gruyter Mouton. https://doi.org/10.1515/9783110215335
Lee J. and Doherty, S. (2018) Native and nonnative processing of active and passive sentence: the effects of processing instruction on the allocation of visual attention. Studies in Second Language Acquisition 41(4): 853–79. https://doi.org/10.1017/S027226311800027X
VanPatten, B. (1996) Input Processing and Grammar Instruction: Theory and Research. Norwood, NJ: Ablex.
VanPatten, B. (2004) Input processing in second language acquisition. In B. VanPatten (ed.) Processing Instruction: Theory, Research, and Commentary 5–31. New York: Routledge. https://doi.org/10.4324/9781410610195
VanPatten, B. (2014) Input processing in adult SLA. In B. VanPatten and J. Williams (eds) Theories in Second Language Acquisition: An Introduction (2nd edn) 113–34. New York: Routledge. https://doi.org/10.4324/9780203628942
VanPatten, B. (2015) Foundations of processing instruction. International Review of Applied Linguistics in Language 53(2): 91–109. https://doi.org/10.1515/iral-2015-0005
VanPatten, B. and Cadierno, T. (1993) Explicit instruction and input processing. Studies in Second Language Acquisition 15(2): 225–43. https://doi.org/10.1017/S0272263100011979
VanPatten, B. and Fernández, C. (2004) The long-term effects of processing instruction. In B. VanPatten (ed.) Processing Instruction: Theory, Research, and Commentary 273–89. New York: Routledge. https://doi.org/10.4324/9781410610195
VanPatten, B. and Oikkenon, S. (1996) Explanation versus structured input in processing instruction. Studies in Second Language Acquisition 18(4): 495–510. https://doi.org/10.1017/S0272263100015394
VanPatten, B. and Wong, W. (2004) Processing instruction and the French causative: another replication. In B. VanPatten (ed.) Processing Instruction: Theory, Research, and Commentary 97–118. New York: Routledge. https://doi.org/10.4324/9781410610195
VanPatten, B., Farmer, J. and Clardy, C. (2009) Processing instruction and meaningbased output instruction: a response to Keating and Farley (2008). Hispania 92: 116–26.
Wong, W. and Ito, K. (2018) The effects of processing instruction and traditional instruction on L2 online processing of the causative construction in French: an eyetracking study. Studies in Second Language Acquisition 40(2): 241–68. https://doi.org/10.1017/S0272263117000274
