The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review

DeKeyser, Robert; Botana, Goretti Prieto

doi:10.1093/applin/amu071

Cited by 44 publications

(41 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Therefore, this finding suggests the benefits of EI in processing instruction compared to PBI on students' learning of the simple past tense morphology on the interpretation task. According to DeKeyser and Botana (2015), it is the task-essentialness of structured input activities or "incomplete learning of the EI" (p. 301) that determines any role of EI in PI. Therefore, they suggest regular provision of EI throughout the instructional stage, not just at the beginning of the treatment as in many PI studies.…”

Section: Discussionmentioning

confidence: 99%

“…The role of processing instruction (PI) and production-based instruction (PBI) on second language development has received a large amount of attention in the field of second language acquisition (SLA; see DeKeyser & Botana, 2015;Shintani, 2015;Shintani, Li, & Ellis, 2013, for comprehensive reviews). Many experimental studies have investigated VanPatten's (1996VanPatten's ( , 2004 input processing model and its application known as processing instruction, comparing it to a variety of different types of production-based instruction.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Soruç¹,

Qin²,

Kim³

2017

TESL Canada

View full text Add to dashboard Cite

This article reports on a study that investigated whether processing instruction (PI) or production-based instruction (PBI) is Cet article porte sur une étude qui a voulu déterminer quelle méthode -l'instruction basée sur la compréhension et impliquant une réflexion sur le sens des formes (PI) ou l'instruction basée sur la production (PBI) -est plus efficace pour l'enseignement des formes verbales du passé en anglais. De plus, cette étude a examiné le rôle de l'information grammaticale explicite (EI) sur l'efficacité de l'instruction PI et de l'instruction PBI. Nous avons réparti, de façon aléatoire, 194 étudiants d'ALE d'origine turque à un de quatre groupes expérimentaux -PI+EI, PI-EI; PBI+EI, PBI-EI -ou à un groupe témoin. Par la suite, les étudiants ont complété des tâches d'interprétation et de production. Les résultats indiquent que : (a) le rendement du groupe PI-EI aux tâches d'interprétation et de production était aussi bon que celui du groupe PBI-EI; (b) quand l'information grammaticale explicite (EI

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Soruç¹,

Qin²,

Kim³

2017

TESL Canada

View full text Add to dashboard Cite

show abstract

“…Studies showing benefits for EI with (or without) practice have almost exclusively used offline tests that allow access to explicit knowledge, with very little use of online measures (as noted by DeKeyser & Prieto Botana, 2015;VanPatten & Rothman, 2015). Online measures can provide Òfine-grained information about moment-by-moment sentence comprehension [É to] examine what happens at precise points in a sentenceÓ (Keating & Jegerski, 2015, p.2).…”

Section: Online Effects Of Ei and Practicementioning

confidence: 99%

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

McManus

Marsden

2016

Stud Second Lang Acquis

107

View full text Add to dashboard Cite

Article:McManus, Kevin orcid.org/0000-0002-7855-6733 and Marsden, Emma orcid.org/0000-0003-4086-5765 (2017) L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition. pp. 459-492. ISSN 1470459-492. ISSN -1545 https://doi.org/10.1017/S027226311600022X eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Explicit information and practice in L2 learningThe usefulness of providing L2 learners with explicit information (EI) about a target feature and subsequent practice in processing the input is not fully understood. As noted by Henry, Culman and VanPatten (2009, p.573) Ònot all EI is the same, not all structures are the same, and the interaction of EI, structure, and processing problem may yield different results in different studiesÓ. The current study investigates the effects of EI with practice in the L2 and also, in light of research documenting persistent difficulty when the L1 and L2 express the same meaning differently (Izquierdo & Collins, 2008;McManus, 2013McManus, , 2015Roberts & Liszka, 2013), whether additional EI about the L1 with L1 practice can help a specific processing problem Ð interpreting the habitual versus ongoing meanings of L2 French Imparfait for L1 English learners. We tested whether making this conceptual distinction explicit, via EI and meaning-based practice in both L1 and L2, would aid form-meaning mapping. First, we briefly discuss research into L2 EI and practice, before justifying the investigation of a role for L1 EI and practice, and then move on to discuss why EI and practice (in L2 and L1) may have an effect on online processing. L2 EI and PracticeEI about the L2 is useful for learning, according to information processing and skill acquisition theories, because some declarative information can become proceduralised via practice and automatized, resulting in automatised declarative knowledge and/or knowledge that appears indistinguishable from implicit knowledge (DeKeyser, 2015). 'Weaker' accounts suggest that learners can use EI to segment or parse the input (Terrell, 1991), notice features (Schmidt, 1990), understand a rule and help production (Leow, 2015), and arrive at correct interpretations with fewer practice items (Henry et al., 2009 4 ! to depend on several factors, including its precise nature Ð the type of information conveyed and the feature in focus. T...

show abstract

“…(Nassaji & Fotos 2010 Molts estudis han comparat l'eficàcia de la IP amb la de l'ensenyament tradicional amb un focus en la pràctica Com integrar un focus en la gramàtica a les classes comunicatives de llengua l'efectivitat de la IP depèn d'una sèrie de factors, incloent-hi el tipus i la complexitat de l'estructura que s'aprèn i el tipus d'habilitat que es mesura. En la seva revisió dels estudis d'IP, Dekeyser & Botana (2014) (vegeu també Dekeyser & Sokalski 2001), per exemple, van arribar a la conclusió que la IP podria ser més efectiva per promoure les habilitats de comprensió, mentre que la instrucció basada en la producció podria ser més efectiva per promoure les habilitats de producció. També van observar que els resultats dels estudis que comparen la IP amb la instrucció basada en l'output depenien de com es posava en pràctica la instrucció a l'aula.…”

Section: Focus En La Forma Basat En L'inputunclassified

Com integrar un focus en la gramàtica a les classes comunicatives de llengua

Nassaji

2017

Caplletra

View full text Add to dashboard Cite

Resum: Hi ha un ampli suport teòric i empíric en el camp de l'adquisició de segones llengües (L2) per a les estratègies d'instrucció que dirigeixen l'atenció de l'aprenent cap a les formes gramaticals durant les activitats centrades en el significat. Aquest tipus d'instrucció s'ha anomenat «instrucció de focus en la forma» i s'ha distingit dels enfocaments tradicionals basats en la gramàtica que ensenyen formes lingüístiques de manera aïllada i descontextualitzada, que s'ha anomenat «ins-trucció de focus en les formes». Aquest article comença amb una breu descripció de la noció de focus en la forma i els seus fonaments teòrics i empírics. A continuació, es presenten una sèrie d'opcions d'instrucció per a la integració d'un enfocament en la gramàtica en l'ensenyament comunicatiu de llengües. Es descriu cada opció, se'n repassen les bases teòriques i empíriques i es donen exemples de com es poden utilitzar a l'aula.Paraules clau: focus en la forma, ensenyament de la gramàtica, enfocament comunicatiu, instrucció a l'aula. Abstract :There is ample theoretical and empirical support in the field of second language (L2) acquisition for instructional strategies that direct learners' attention to grammatical forms during meaning-focused activities. This kind of instruction has been referred to as «focus on form instruction», and has been distinguished from the traditional grammar-based approaches that teach linguistic forms in an isolated and decontextualized manner, or what has been called «focus on forms instruction». In this article, I will begin with a brief overview of the notion of (*) Traducció de l'anglès al català de Núria Camps. Adaptació de Llorenç Comajoan-Colomé.

show abstract

The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review

Cited by 44 publications

References 25 publications

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

L1 Explicit Instruction Can Improve L2 Online and Offline Performance

Com integrar un focus en la gramàtica a les classes comunicatives de llengua

Contact Info

Product

Resources

About