Processing Instruction : Theory, Research, and Commentary

By B. Vanpatten. 2004

555 citations recorded by the source corpus.

Subfields: Industrial and Manufacturing Engineering

View Paper: https://www.semanticscholar.org/paper/a38d2a7f41f585d6af711531f6472d52f66c11b7

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In Industrial and Manufacturing Engineering

Citations in the corpus

APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “, Collentine & Freed, 2004), the pedagogic interventions taking place within them (see e.g., DeKeyser, in press; R. Ellis, 1999; Long, in press; VanPatten, 2004), and the cognitive processes they implicate (see e.”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “VanPatten and his colleagues have shown how isolating specific features of the target language in the input can help learners change the way they process certain form–meaning mappings (VanPatten , 1996, 2004; VanPatten & Cadierno, 1993 ).”
The Routledge handbook of English language teaching (2018, background): “This may explain the lack of number/tense inflections in these Asian languages.”
Aspects of working memory in L2 learning (2011, background): “Studies of sentence processing are important in SLA because it is generally held that for acquisition in either L1 or L2 to occur learners must process both the form and meaning of input (e.g. Fodor 1998; VanPatten 2004).”
Continuity and shallow structures in language processing (2006, background): “To the extent that “processing instruction” (VanPatten, 1996, 2004) or other “focus on form” techniques (e.g., Long & Robinson, 1998; Williams, 1995) can help learners develop a more nativelike L2 grammar, they will also pave the way for nativelike processing performance.”
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, unknown): “Another possibility is Webb’s (2007) receptive and productive tests of orthography.”
Classroom Discourse in Foreign Language Classrooms: A Review of the Literature (2012, unknown): “In contrast to input and interactionist views (Gass, 1997, 2003; Long, 1996; VanPatten, 2004), where language learning is often depicted as a solitary cognitive endeavor in which the brain processes, analyzes, and stores input data in the form of spoken or written utterances, the sociocultural view ”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “Third, discourse markers can occur in the initial, middle, or final position of an utterance, while learners perceive and process forms in sentence initial position before those in the middle and final position (VanPatten, 1996, 2004).”