The role of the linguistic environment in second language acquisition

This study employed (and reports in detail) systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies reporting sufficient data indicated that focused L2 instruction results in large target-oriented gains, that explicit types of instruction are more effective than implicit types, and that Focus on Form and Focus on Forms interventions result in equivalent and large effects. Further findings suggest that the effectiveness of L2 instruction is durable and that the type of outcome measures used in individual studies likely affects the magnitude of observed instructional effectiveness. Generalizability of findings is limited because the L2 type-of-instruction domain has yet to engage in rigorous empirical operationalization and replication of its central research constructs. Changes in research practices are recommended to enhance the future accumulation of knowledge about the effectiveness of L2 instruction.

Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis

Second Language Teaching and Learning

The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to be helpful in any interesting sense; (b) for both theoretical and practical reasons, one can expect it to be ineffective; and (c) it has harmful effects. I also consider and reject a number of arguments previously offered in favor of grammar correction.

/pdf/the-case-against-grammar-correction-in-l2-writing-classes-43x7y7h2p3.pdf

The case against grammar correction in L2 writing classes

L'enseignement base sur des travaux est un domaine ayant pris de l'importance depuis les 10 dernieres annees. Dans cet article, l'A. examine les critiques concernant cette mode actuelle de l'enseignement de la langue en matiere de communication, et passe en revue les theories et les recherches qui decrivent ses limites et ses qualites. Il propose ensuite un cadre permettant d'habiliter les enseignants a appliquer ce type d'instruction et d'eviter ainsi certains dangers qu'il comprend

http://mafrashab.persiangig.com/document/A%20framework%20for%20the%20implementation%20of%20task-based%20instruction.pdf

A framework for the implementation of task-based instruction

In this paper we describe an experiment in explicit instruction that compares traditional form-focused instruction and what we call processing instruction. Traditional instruction involves explanation and output practice of a grammatical point. Processing instruction involves explanation and practice/experience processing input data, taking learner strategies in input processing as the starting point for determining what explicit instruction should look like. Pretest and posttest measures involving both a sentence-level interpretation (comprehension) task and a sentence-level production task were submitted to an analysis of variance. Results reveal significant gains in both comprehension and production for subjects who experienced processing instruction. For those experiencing traditional instruction, significant gains were made in production only.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263100011979

Explicit Instruction and Input Processing

Chapter 1 From Atlas and Audiolingualism to Acquisition Chapter 2 Working with Input Chapter 3 Communicating in the Classroom Chapter 4 Building Toward a Proficiency Goal Chapter 5 Suggestions for Using Information-Exchange Tasks for Oral Testing Chapter 6 Issues in Learning and Teaching Grammar Chapter 7 Processing Instruction and Structured Input Chapter 8 Structured Output: A Focus on Form in Language Production Chapter 9 Suggestions for Testing Grammar Chapter 10 Listening Comprehension Chapter 11 Comprehending Written Language Chapter 12 Writing and Composing in a Second Language Chapter 13 Issues in Testing Comprehension and in Evaluating Writing

Making Communicative Language Teaching Happen

This study explores the question of whether or not learners can consciously attend to both form and meaning when processing input. An experimental procedure is presented in which three levels of learners in four groups were asked to process information under four different conditions: attention to meaning alone; simultaneous attention to meaning and an important lexical item; simultaneous attention to meaning and a grammatical functor; and simultaneous attention to meaning and a verb form. Results suggest that learners, in particular early stage learners, have great difficulty in attending to both form and content. These results raise important questions for current discussions of the role of consciousness in input processing.

/pdf/attending-to-form-and-content-in-the-input-3a3a1x8k5r.pdf

Attending to Form and Content in the Input

In this article I review processing instruction (PI), first introduced in VanPatten and Cadierno (1993). I outline a model of input processing, then describe the nature of PI itself, and follow this with a description of research to date on PI. I also review research that offers counterevidence to the findings of my own and others' research and argue that some of these studies can be considered not as contradictory, but as complementary, to the research on PI, whereas some of the other studies contain drawbacks in design and procedure that merit close scrutiny.

Processing instruction: An update

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.

Bill VanPatten

Papers

Explicit Instruction and Input Processing

Making Communicative Language Teaching Happen

Attending to Form and Content in the Input

Processing instruction: An update

Input Processing and Grammar Instruction in Second Language Acquisition