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Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers

Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers

Benati, Alessandro (2015) Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers. In: HKUST Conference, May 2015. (Unpublished)

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Abstract

Processing instruction is a pedagogical intervention within the teaching of grammar. Its main goal is to help learners comprehend and process grammatical features accurately and appropriately. The efects of processing instruction have been compared with other instructional interventions. Overall, the results of these studies suggest that processing instruction is a very efective approach to grammar instruction. The research database on processing instruction includes learners from a variety of first languages (Chinese, English, Italian, Korean, Japanese) and age groups (adults and school-age learners), covers diferent languages (English, French, German, Italian, Japanese, German, Arabic and Spanish) and diferent language families. The studies also addresses a variety of linguistic forms and structures (e.g. verbal and nominal morphology, passive forms, word order, etc.), thereby addressing diferent processing problems. In this paper, the results of four empirical studies on the efects of processing instruction on the acquisition of English morphology and syntactic structures by Chinese L1 speakers will be presented. Practical implications of the research for the teaching of grammar to Chinese students will be highlighted.

Item Type: Conference or Conference Paper (Keynote)
Uncontrolled Keywords: Processing instruction
Subjects: P Language and Literature > P Philology. Linguistics
Faculty / Department / Research Group: Faculty of Architecture, Computing & Humanities
Last Modified: 14 Oct 2016 09:33
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/13609

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