The Effects of Processing Instruction and Traditional Instruction on L2 Online Processing of the Causative Construction in French: An Eye-Tracking Study - Corrigendum

Abstract

The above article (Wong & Ito, 2017) published with multiple errors: Page 9, under the section subheading "PI training", stated that "A total of 12 sentences containing the verb faire in the causative construction and 12 sentences with the verb faire in the noncausative construction..." The sentence should read "A total of 24 sentences containing the verb faire in the causative construction and 24 sentences in the noncausative construction..." Page 10, under the section subheading "TI training", stated that "A total of 24 items were modeled after the TI treatment materials in VanPatten and Wong (2004)." The sentence should read "A total of 48 items were modeled after the TI treatment materials in VanPatten and Wong (2004)." Page 11, lines 7-8, stated that "Participants' eye movements on the screen were continuously sampled at 60 Hz by Tobii 1750 system." The sentence should read "Participants' eye movements on the screen were continuously sampled at 50 Hz by Tobii 1750 system." Page 11, line 8-9, stated that "After the pretraining eye-tracking task, participants moved to a different computer to work through the 24 training items…" The sentence should read "After the pretraining eye-tracking task, participants moved to a different computer to work through the 48 training items…" The authors apologize for these errors.

Processing Instruction and the Effects of Input Modality and Voice Familiarity on the Acquisition of the French Causative Construction

“…Although this change in the eye-movements provided novel evidence for the effect of PI on online sentence processing, Wong and Ito (2018) reported that the timing of the shift was not as early as predicted. The infinitive verb that follows the main verb (e.g., faire after fait in example [1]) is the first critical grammatical cue that differentiates the causative structure from the noncausative structure.…”

“…Importantly, the eye-tracking data of Wong and Ito (2018) also demonstrated the change in online responses to the input in the PI group but not in the TI group. Despite the small but significant increase in the picture-selection accuracy, the TI group maintained the same pattern of eye-movements, that is, the bias toward the (first noun = agent) picture, till the end of the sentence.…”

“…PI is a well-attested pedagogical intervention that focuses on input that is structured to help L2 learners acquire a novel grammatical construction without requiring production of the target construction (Benati, 2001; Cadierno, 1995; Comer & DeBenedette, 2010; Dracos, 2012; Fernandez, 2008; Henry, 2015; Henry, Culman, & VanPatten, 2009; McManus & Marsden, 2016; VanPatten & Cadierno, 1993; VanPatten & Wong, 2004). A recent study by Wong and Ito (2018) tested how PI training changes the way L2 learners of French process spoken input using eye-tracking. The eye-movements of intermediate French learners were examined before and after they went through either traditional instruction (TI) with drill exercises or PI training with structured input activities.…”

The use of eye-tracking in experimental approaches in second language acquisition research: the primary effects of Processing Instruction in the acquisition of the French imperfect

“…A new research area in PI is now expanding the scope of the methodology to not only compare accuracy scores as in previous studies but also to measure processing behaviours using eye-tracking. Only two studies thus far (Wong and Ito, 2017;Lee and Doherty, 2019) have considered the use of eye-tracking to measure the effectiveness of PI; both investigate a different processing principle (i.e. the First Noun Principle) than the one under investigation in this study.…”

“…These results can be attributed to the positive effects of PI. Wong and Ito (2017) explored the changes in processing patterns between two groups of learners, one group receiving PI and the other receiving TI on the acquisition of the causative construction in French. The results provide evidence for the FNP in eye-movement data, along with beneficial results from PI in the accuracy of picture selection post-instruction, in line with previous offline studies (VanPatten and Wong, 2004).…”