Input Processing and Processing Instruction
The acquisition of Italian and Modern Standard Arabic
1st Edition
Published on 8. September 2021
201 pages
978-90-272-5905-9 (ISBN)
Description
Input Processing is a theoretical framework on which the pedagogical paradigm called Processing Instruction is predicated. In this book, new data on the acquisition of Italian and Modern Standard Arabic are presented and analyzed within this framework. Each study in the book explores how input processing strategies affect the acquisition of a particular linguistic feature and/or structure in the two languages. The studies use both offline (e.g., sentence and discourse-level tasks) and online tests (e.g., eye-tracking) to measure the effects of this instructional training.
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Alessandro Benati
Input Processing and Processing Instruction
The acquisition of Italian and Modern Standard Arabic
Book
09/2021
John Benjamins Publishing Co
€119.04
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Content
- Intro
- Input Processing and Processing Instruction
- Editorial page
- Title page
- Copyright page
- Dedication page
- Table of contents
- Acknowledgements
- Prologue
- Part I. Input processing and processing instruction
- Chapter 1. Input processing theory: (with Khawlah Ahmed)
- 1.1 Introduction
- 1.2 The input processing theory
- 1.3 The Primacy of Meaning Principle and its sub-principles
- Content words
- Lexical preference
- Redundancy and meaningfulness
- Resources
- Location
- 1.4 The First Noun Principle and its subprinciples
- Lexical semantics
- Event probabilities
- 1.5 Conclusion
- References
- Chapter 2. Processing instruction research in Italian and modern standard Arabic
- 2.1 Introduction
- 2.2 Processing instruction
- 2.3 The effects of structured input practice on circumventing processing strategies
- The lexical preference principle
- The preference for non-redundancy principle
- The Sentence Location Principle
- The first noun principle
- 2.4 Measuring the effects of processing instruction on the acquisition of Italian
- Empirical studies on verbal and nominal morphology (Primacy of Meaning Principles and its subprinciples)
- Empirical studies on the first noun principle and its subprinciples
- 2.5 Measuring the effects of processing instruction on the acquisition of modern standard Arabic
- Empirical studies on the primacy of meaning principle and its sub-principles
- 2.6 Conclusion
- References
- Part II. The effects of structured input on the acquisition of Italian
- Chapter 3. Structured input vs. textual enhancement on the acquisition of Italian subjunctive of doubt: Sentence and discourse-level tasks (with Gaia Chiuchiu)
- 3.1 Introduction
- 3.2 Background
- The processing problem of non-meaningfulness, redundancy and location
- Empirical research measuring structured input practice (enhanced and unenhanced)
- Empirical research measuring discourse-level effects
- The role of structured input
- 3.3 Motivation and research questions for the present study
- 3.4 Design
- Participants
- Target feature
- Procedure
- Instructional materials
- Textual enhancement
- Control
- Assessment tasks
- 3.5 Results
- Results from the sentence-level interpretation task
- Results from the sentence-level production task
- Results from the discourse-level interpretation task
- Summary of results
- 3.6 Discussion and conclusion
- References
- Chapter 4. Structured input vs. traditional instruction on the acquisition of Italian gender agreement: Interpretation discourse-level tasks
- 4.1 Introduction
- 4.2 Background
- Measuring the effects of processing instruction on Italian gender agreement
- Measuring the effects of processing instruction through different tasks
- Research measuring short and long-term effects for processing instruction
- 4.3 Motivation and research questions for the present study
- 4.4 Design
- Participants
- Target feature
- Procedure
- Instructional materials
- 4.5 Results
- Guided recall of the dialogue-based discourse-level
- Guided recall of the story-based discourse-level interpretation data
- 4.6 Discussion and conclusion
- References
- Chapter 5. Structured input vs. meaning output-based instruction on the acquisition of Italian passive constructions: An eye-tracking study
- 5.1 Introduction
- 5.2 Background
- Empirical research measuring the effects structured input versus meaning output-based instruction
- Empirical research measuring the effects structured input using online measurements
- 5.3 Motivation and research questions of the present study
- 5.4 Design
- Participants
- Target feature
- Eye-tracking and language processing
- Procedure
- Instructional training
- The structured input training
- The meaning output-based instruction training
- Assessment tasks
- 5.5 Results
- Accuracy
- Eye-movement patterns
- Summary of findings
- 5.6 Discussion and conclusion
- Discussion of the findings
- Implications for theory and pedagogy
- Limitations and further research
- References
- Part III. The effects of structured input on the acquisition of modern standard Arabic
- Chapter 6. Processing modern standard Arabic transitive sentences: Investigating L1 transfer and First-Noun Principle effects (with Carl O Donoghue)
- 6.1 Introduction
- 6.2 Background
- The first noun principle
- L1 transfer
- Studies on NVN structures
- Other studies
- 6.3 Motivation and research questions for the present study
- 6.4 Design
- Participants
- Target feature
- Procedure
- Instructional materials
- Assessment task
- Data analysis procedures and scoring
- 6.5 Results
- Descriptive statistics
- Summary of results
- 6.6 Discussion and conclusion
- References
- Appendix A. Target sentences - NVN/SVO word order
- Appendix B. Target Sentences - VNN/VSO word order
- Appendix C. Distractor sentences
- Appendix D. Response sheet
- Chapter 7. Enhanced structured input vs. unenhanced structured input on the acquisition of modern standard Arabic gender agreement: Sentence and discourse-level tasks (with Ayah Farhat)
- 7.1 Introduction
- 7.2 Background
- The effects of textual or aural enhanced structured input
- Will enhanced and unenhanced structured input help learners process non-meaningful and redundant forms?
- Can enhanced structured input help push learners to process a meaningful form over a lexical item?
- Will enhanced and unenhanced structured input help direct learners' attention to meaningful morphology in sentence final position?
- 7.3 Motivation and research questions in the present study
- 7.4 Design
- Participants
- The target feature
- Procedure
- Pedagogical materials
- Assessment tasks
- 7.5 Results
- Interpretation data sentence-level
- Interpretation data discourse-level
- Production data sentence-level
- 7.6 Discussions and conclusion
- Acknowledgements
- References
- Part IV. Conclusive remarks
- Chapter 8. Implications, limitations and further research
- 8.1 What is the role of input processing in second language acquisition?
- 8.2 What are the most effective components in processing instruction?
- 8.3 What are the results of offline research?
- a. Offline effects of processing instruction compared to other pedagogical interventions
- b. Offline effects of processing instruction at discourse level
- c. Offline durative effects of processing instruction
- d. Offline secondary effects of processing instruction
- e. Offline effects of structured input activities
- 8.4 What are the results of online research?
- Self-paced reading studies
- Eye-tracking studies
- 8.5 What is the role of explicit grammar instruction?
- 8.6 What are the limitations of research on processing instruction and avenues for further research?
- 8.7 Conclusion
- References
- Epilogue
- References
- Author index
- Subject index
