Individual Differences and Processing Instruction

Individual Differences and Processing Instruction

By: James F. Lee (editor), Alessandro G. Benati (editor)Paperback

2 - 4 weeks availability

Description

Processing Instruction (PI) research has been of interest to the readership of Studies in Second Language Acquisition since VanPatten and Cadierno published the original study on PI there in 1993. In a previous volume James Lee and Alessandro Benati identified five research branches: the effects of Processing Instruction compared to the effects of other types of instruction; the effects of full Processing Instruction compared to the effects of structured input activities and explicit information; the effects of structured input compared to the effects of aurally and visually enhanced structured input; the effects of Processing Instruction measured over time; and the effects of delivering Processing Instruction in classrooms to groups of learners compared to delivering it in computer laboratories to individuals. What is missing from the database is an extended examination of the role that individual differences might play in the results generated by Processing Instruction. This book gathers together research on Processing Instruction that addresses individual differences in the research design and/or analyses. This collection of essays will open an additional branch of PI research.

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About Author

James F. Lee is Head of Department of the Department of Spanish and Latin American Studies at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill. Alessandro G. Benati is Director of Research and Enterprise and Professor of Applied Linguistics and Second Language Studies at the University of Greenwich in the UK. He is the author or editor of a number of books including most recently Delivering Processing Instruction in Classrooms and in Virtual Contexts: Research and Practice (co-authored with James F. Lee, Equinox, 2007), Grammar Acquisition and Processing Instruction: Secondary and Cumulative Effects (Multilingual Matters, 2008) and Japanese Language Teaching: A Communicative Approach (Continuum, 2009).

Contents

Preface Section 1: Theoretical Issues CHAPTER ONE: Individual Differences in Instructed Second Language Learning: Working Memory, Aptitude and Age Differences Alessandro Benati CHAPTER TWO: Foci and General Findings of Research on Processing Instruction: Moving Beyond Limitations James Lee Section II: Empirical Studies CHAPTER THREE: The Effects of Language Background on the Results of Processing Instruction on the Spanish Subjunctive/Indicative Contrast after the Adverb Cuando James Lee and Erin M. McNulty, Dickinson College, USA CHAPTER FOUR: Age and the Effects of Processing Instruction on the Acquisition of English Passive Constructions among School Children and Adults Native Speakers of Turkish Alessandro Benati CHAPTER FIVE: The Age Factor on the Primary, Secondary and Cumulative Transfer-of-Training Effects of Processing Instruction on the Acquisition of French as a Second Language Cecile Laval, University of Greenwich CHAPTER SIX: Processing Instruction and the Age Factor: Can Adults and School-age Native Speakers of German Process English Simple Past Tense Correctly? Tanja Angelovska, University of Munich, and Alessandro Benati CHAPTER SEVEN: Gender and Learning Styles: Exploring Possible Effects of Gender and Enhanced vs. Unenhanced Processing Instruction on the Acquisition of Case Marking in L2 German Zoe Agiasophiti, University of Greenwich CHAPTER EIGHT: The Effects of Processing Instruction and Traditional Instruction on Two Different School-age Learners: The Case of English Present Simple Tense Third Person Singular Marina Mavrantoni, New York College, Athens, and Alessandro Benati CHAPTER NINE: Individual Differences and Processing Instruction James Lee

Product Details

  • publication date: 01/09/2013
  • ISBN13: 9781845533441
  • Format: Paperback
  • Number Of Pages: 232
  • ID: 9781845533441
  • weight: 625
  • ISBN10: 1845533445

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