Input Processing and Second Language Acquisition: A Role for Instruction

VanPatten, Bill; Cadierno, Teresa

doi:10.1111/j.1540-4781.1993.tb01944.x

Cited by 171 publications

(192 citation statements)

References 22 publications

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“…The results suggest there was no transfer in the comprehension task, but some minor effects of transfer were observed in the production task. Consider the language acquisition process as described by VanPatten and Cadierno [38], reproduced below.…”

Section: Discussionmentioning

confidence: 99%

Cross-Linguistic Transfer of Object Clitic Structure: A Case of L3 Brazilian Portuguese

Parma

2017

Languages

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This study examines the role of previously known language in L3 Brazilian Portuguese (BP) object expression acquisition. It investigates the claims of the main models of L3 transfer, the cumulative enhancement model (CEM) (Flynn et al. 2004), the L2 status factor (Bardel and Falk 2007) and the typological proximity model (TPM) (Rothman 2011) in both comprehension and production tasks. It also aims at measuring the extent of transfer effects in comprehension and production. Participants (N = 33) were divided into three groups, a mirror image group of L3 BP learners who already knew English and Spanish, and a native control group. They performed a self-paced reading task and a story telling task, which focused on object clitics in BP. Results indicate early convergence to the BP grammar by the L3 learners in what refers to object expression. They also suggest that, although no major effects of transfer were obtained, clitic placement errors in the production task and preference for inanimate and non-specific contexts for null objects can be traced to Spanish, independent of order of acquisition, providing evidence in favor of the TPM. Finally, comprehension seems to override the effects of language transfer earlier than production.

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Section: Discussionmentioning

confidence: 99%

Cross-Linguistic Transfer of Object Clitic Structure: A Case of L3 Brazilian Portuguese

Parma

2017

Languages

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“…Non-native-likeness seems to be the norm among L2 speakers/learners (e.g., Herschensohn, 2008;Sorace, 2003;White, 2003). Just because a piece of data appears in the input does not mean it gets processed or gets processed correctly (e.g., VanPatten, 2004bVanPatten, , 2007. What is more, that a piece of data is processed does not mean that UG makes use of it immediately (e.g., Hawkins, 2001).…”

Section: I2 How Does Mental Representation Develop?mentioning

confidence: 99%

The Two Faces of SLA: Mental Representation and Skill

VanPatten¹

2010

ijes

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In this essay, I argue for viewing mental representation and skill as distinct components of language acquisition. My claim is that language is not a monolithic entity-not a new concept, but one that is often overlooked by instructors and some scholars. I examine language as being (minimally) composed of mental representation and skill. Representation refers to the abstract and implicit knowledge that underlies all language. Skill refers to the use of language, especially fluency (the intersection of speed and accuracy).By thinking about language as at least the distinction between representation and skill, we might better sort out some of the issues related to adult SLA, namely the role that instruction has, and what instruction can actually impact. KEYWORDS:Second language acquisition, L2 mental representation, L2 skill, language instruction. RESUMENEn este trabajo defiendo el supuesto de que tanto la representación mental como las destrezas (lingüísticas) deben ser tomadas como componentes diferenciados de la adquisición lingüística. Mi tesis es que el lenguaje no es una entidad monolítica -tesis no nueva, pero frecuentemente dejada de lado por profesores y estudiosos. Analizo el lenguaje como un compuesto de representación mental y destrezas. La representación se refiere al conocimiento abstracto e implícito que subyace en el lenguaje. Las destrezas hacen referencia al uso de la lengua, especialmente a la fluidez (intersección entre velocidad y precisión). Entendiendo el lenguaje de esta manera, distinguiendo entre representación y destrezas, será posible superar algunos de los problemas relativos al aprendizaje de lenguas por los adultos, y muy especialmente el cometido de la enseñanza y lo que ésta puede producir. PALABRAS CLAVE:Adquisición de segundas lenguas, representación mental en L2, destreza en L2, enseñanza de lenguas.

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“…The native speaker (NS), or the non-native speaker (NNS) with a higher proficiency level, could modify, or adjust his/her input so that the NNS might be able to comprehend the intended message. (e.g., Carroll, 2001;Kim, 2003;VanPatten, 2003) The advantage of modifying the input through elaboration is that elaborated adjustments have the potential to supply language learners with access to the linguistic items they have not acquired yet in the process of L2 acquisition (Larsen-Freeman & Long, 1991;VanPatten & Cadierno, 1993). There are some elaborated adjustments to make the input comprehensible for non-native students, including paraphrasing of words or sentences, reducing the complexity of message (simplification and foreigner talk), repeating, etc.…”

Section: A Pre-modified Inputmentioning

confidence: 99%

Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning

Azizi¹

2016

JLTR

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Abstract-This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners' comprehension and production. Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were administered; i.e., one written and the other oral. Analysis of Variance on comprehension test and analysis of nonparametric alternative, i.e., Kruskal-Wallis test, on production test, indicated that (a) negotiation had a positive effect on the comprehension and production of targeted L2 vocabulary items and (b) negotiation of input plus pushed output did not promote production of L2 vocabulary more than negotiation of input without output. The findings of this study provide empirical evidence on the important role of negotiation in facilitating comprehension and production of targeted L2 vocabulary items.Index Terms-pre-modified input, negotiation of input, pushed output, vocabulary learning

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Input Processing and Second Language Acquisition: A Role for Instruction

Cited by 171 publications

References 22 publications

Cross-Linguistic Transfer of Object Clitic Structure: A Case of L3 Brazilian Portuguese

Cross-Linguistic Transfer of Object Clitic Structure: A Case of L3 Brazilian Portuguese

The Two Faces of SLA: Mental Representation and Skill

Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning

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