Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

Leeser, Michael J.; DeMil, Andrew

doi:10.1353/hpn.2013.0106

Cited by 15 publications

(3 citation statements)

References 17 publications

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“…The results provided further empirical support for the findings of the previous studies by VanPatten and Wong (2004), VanPatten and Cadierno (1993) as well as Leeser and DeMil (2013). The findings of the current study were in contrast to the findings of (Benati, 2001(Benati, , 2005) and Collentine's (1998b).They found that both PI and traditional instruction groups performed similarly for the acquisition of complex Spanish grammar for both the production and interpretation tasks.…”

Section: Theory and Practice In Language Studiessupporting

confidence: 89%

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

Seyednejad

Gholami

2017

TPLS

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Abstract-This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners' productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.

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Section: Theory and Practice In Language Studiessupporting

confidence: 89%

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

Seyednejad

Gholami

2017

TPLS

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“…They found that it did and once again, statistically significant effects were found on both interpretation and production tasks. Subsequent research has supported Benati and Lee's findings on interpretation (Lee this volume; Leeser & DeMil 2013;White & DeMil 2013a, 2013b …”

Section: Milestone: Transfer-of-training Effectsmentioning

confidence: 69%

The milestones in twenty years of processing instruction research

Lee

2015

International Review of Applied Linguistics in Language Teaching

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VanPatten and Cadierno (1993) published the first empirical investigation on the effects of processing instruction just over twenty years ago. This work inspired many, many more in subsequent years and continues to inspire research to this day, as evidenced by the studies gathered in this special edition. The purpose of this paper is to identify the milestones among the many processing instruction studies. Each study marks a significant development in the processing instruction research program.

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“…Statistically significant transfer effects were found on both interpretation and production tasks. Further research on transfer of training effects has supported Benati and Lee's findings (Leeser & DeMil, 2013;White & DeMil, 2013a, 2013b. Based on the findings measuring transfer of training effects for processing instruction, the following conclusion can be drawn:…”

Section: Studies Measuring Processing Instruction and Transfer Of Tramentioning

confidence: 72%

Input manipulation, enhancement and processing: Theoretical views and empirical research

Benati

2016

SSLLT

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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).

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Investigating the Secondary Effects of Processing Instruction in Spanish: From Instruction on Accusative Clitics to Transfer-of-Training Effects on Dative Clitics

Cited by 15 publications

References 17 publications

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

The milestones in twenty years of processing instruction research

Input manipulation, enhancement and processing: Theoretical views and empirical research

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