| 1 |
Formal linguistics approaches to adult second language acquisition and processing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Task Condition Effects on Advanced-Level Foreign Language Performance
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Thinking outside the box: processing instruction and individual differences in working memory capacity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Input manipulation, enhancement and processing: Theoretical views and empirical research
|
|
Benati, Alessandro. - : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2016
|
|
Abstract:
Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed a shift in the field from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?” In this article, the key classroom-based research conducted to measure the relative effects of different types of enhancement and manipulation is reviewed. Three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood), (b) research measuring the effects of different types of textual enhancements to draw learners’ attention to the target form, and (c) research measuring input restructuring to improve interpretation and processing of target forms or structures (processing instruction).
|
|
Keyword:
PB Modern European Languages
|
|
URL: https://doi.org/10.14746/ssllt.2016.6.1.4
http://gala.gre.ac.uk/id/eprint/14781/1/14781_Benati_Input_manipulation_%28AAM%29_2016.pdf
http://gala.gre.ac.uk/id/eprint/14781/
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
Second Language Acquisition: A theoretical introduction to real world applications
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The role of grammar instruction in second language learning and teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Input manipulations: Structured output and the centrality of meaning in grammar instruction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
