Full 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.
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
