Benati, Alessandro (2011) Grammar instruction and processing instruction. In: Tokyo JALT, 20 Oct 2011, Tokyo, Japan. (Unpublished)

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Abstract

Since the 1990s, researchers began to seriously examine the issue of how learners interact with input asking questions such as "why do they skip over some things in the input?" and "what makes some features harder to process than others?" (VanPatten and Jegerski, 2010).

Such questions drove researchers to examine the effects not of instruction more generally but of particular kinds of instructional interventions; those that were both input oriented and meaning-based. These interventions include such things as text enhancement, input flood and in particular processing instruction (Wong, 2005).

This paper will track the impact that processing instruction has made since its conception. (Lee and Benati, 2009). It will explain processing instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. It will also provide an overview of the empirical research conducted to date, on processing instruction and it will reflect on the new research trends on measuring the relative effects of this instructional approach to grammar instruction (Benati and Lee, 2010).

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	applied linguistics
Subjects:	P Language and Literature > P Philology. Linguistics
Pre-2014 Departments:	School of Humanities & Social Sciences School of Humanities & Social Sciences > Department of Social, Political & Cultural Studies
Related URLs:	Organisation
Last Modified:	14 Oct 2016 09:26
URI:	http://gala.gre.ac.uk/id/eprint/10967

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