Input Processing And Grammar Instruction In Second Language Acquisition
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Input Processing and Grammar Instruction in Second Language Acquisition
This book provides an alternative to the grammar debate in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. He answers these questions and explains why traditional paradigms are not psycholinguistically motivated. Drawing on research from both first and second language acquisition, he outlines a model for input processing in second language acquisition that helps to account for how learners construct grammatical systems. He then uses this model to motivate processing instruction, a type of grammar instruction in which learners are engaged in making form-meaning connections during particular input activities.
Processing Instruction
This book provides a comprehensive collection of empirical studies and critical commentary that bring Processing Instruction up to date but also lay the ground work for continued research.
Structured Input
Author: Andrew P. Farley
language: en
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
Release Date: 2004
This new text in the McGraw-Hill Second Language Professional series brings together theory, research, and practice on structured input, an instructional technique that first emerged in the early 1990s in association with processing instruction. The author skillfully makes theoretical concepts and research accessible to the uninitiated reader while offering an abundance of examples of structured input activities in various languages. Researchers and instructors looking for more examples and clarification on structured input activities will welcome this new title.