Alessandro Benati
Dados Biográficos
| ID | 694720 |
|---|---|
| NOME | Alessandro Benati |
| PRENOMES | Alessandro |
| SOBRENOME | Benati |
| ASSINATURA | BENATI A |
| AFILIAÇÕES | University College Dublin |
| ORCID | 0000-0002-5999-560X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2000 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
She or He? Source of Errors in L2 Production of 3rd Person Singular Pronouns by Chinese Speakers of English
A notorious problem in L2 English production is he/she confusion in 3rd person singular pronouns. Even proficient Chinese speakers of L2 English tend to misuse he for she in production, causing communication barrier regarding who is the antecedent. The present study investigates whether this processing problem in L2 production is associated with a few factors being investigated and provides practical solutions in L2 learning and teaching. We empl…
The online primary and secondary transfer-of-training effects of structured input on the acquisition of English past tense and third person singular present tense markers
This study compared primary and secondary effects of structured input, and traditional instruction on the acquisition of English past tense (primary target form) and third person singular present tense (secondary target form) markers. Participants included sixty-eight school-age learners enrolled in a beginning-level English course. The main findings from this study demonstrated that structured input is more effective on the primary and secondary…
The Online Effects of Processing Instruction on the Acquisition of the English Passive Structure
This study investigates the immediate and delayed effects of processing instruction (PI), which is an input-based pedagogical intervention, and its key component, structured input (SI), which aims to foster making correct form-meaning connections, on the acquisition of the English passive structure. Thirty-four ESL learners, who had not received any formal instruction on the target structure, were randomly assigned to either a PI group (n = 12), …
Special issue
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An Investigation into the Effects of Structured Input, Referential Activities, and Affective Activities on the Acquisition of English Causative Forms
The present study was conducted to investigate the relative effect of structured input, referential activities, and affective activities on the acquisition of English causative forms. The processing of English causative structures is hindered by The First Noun Principle. Forty-one school-age Chinese learners of English as a second language were assigned to three treatment groups: (1) Structured input group; (2) Referential-only group; (3) Affecti…
The effects of structured input and working memory on the acquisition of English causative forms
Experimental research measuring the effectiveness of structured input have shown that L2 learners receiving the structured input treatment process forms affected by processing principles more accurately. The effects of structured input have been investigated using both offline (e.g., interpretation and production tests) and online tests (e.g., self-paced reading and eye-tracking tests). However, no previous research has investigated the possible …
Motivational factors and structured input effects on the acquisition of English causative passive forms
This study investigated the possible effects of motivational factors on the positive effects generated by structured input on the acquisition of English causative passive forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects utilising a self-paced reading test. The self-paced reading test is a reliable measurement of language processing. Fifty Chinese…
Processing instruction and structured input
This is the introduction to the Special Issue
The Nature, Role, and Effects of Structured Input Activities
This paper is the introductory paper of the Special Issue titled: "New Research on the Role and Effects of Structured Input in Assessing the Nature of Language Processing". It provides a clear analysis of the nature and role of structured input activities in second language research and language pedagogy. It presents the main findings of genuine empirical research investigating the effectiveness of structured input on different forms and structur…
Structured input and structured output on the acquisition of English passive constructions
Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form
The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide answers to the questions formulated in this study, one classroom experiment was carried out. Sixty-eig…
Classroom-oriented research
This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular,…
Input Processing and Processing Instruction
Abstract Input Processing refers to the initial process by which learners connect grammatical forms with their meanings as well as how they interpret the roles of nouns in relationship to verbs. The pedagogical intervention derived from this theoretical framework, Processing Instruction (PI), has consistently shown success at improving second language (L2) learners’ processing strategies. PI helps learners to intake “better input” by directing th…
The teaching and acquisition interface in neurocognition research
This special issue brings forward new insights on the brain changes following second language instruction. The fundamental research question of the extent to which different teaching-related variables impact patterns of brain adaptation in adult learners is addressed. The articles contribute to a new field of experimental language research dubbed ‘the neurocognition of the teaching/acquisition interface.’
The Effects of Processing Instruction and its Components on the Acquisition of Gender Agreement in Italian
This paper reports an experimental investigation of the relative effects of processing instruction, structured input activities and explicit information on the acquisition of gender agreement in Italian adjectives. Subjects were divided into three groups: the first received processing instruction; the second group structured input only; the third group explicit information only. One interpretation and two production measures were used in a pre- a…
Processing instruction
Alessandro Benati, Processing instruction: un tipo di grammatica comunicativa per la classe di lingua straniera. Il caso del futuro italiano, Italica, Vol. 77, No. 4, Linguistics and Pedagogy (Winter, 2000), pp. 473-494
Structured input and structured output on the acquisition of English passive constructions
Classroom-oriented research
This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular,…
An Investigation into the Effects of Structured Input, Referential Activities, and Affective Activities on the Acquisition of English Causative Forms
The present study was conducted to investigate the relative effect of structured input, referential activities, and affective activities on the acquisition of English causative forms. The processing of English causative structures is hindered by The First Noun Principle. Forty-one school-age Chinese learners of English as a second language were assigned to three treatment groups: (1) Structured input group; (2) Referential-only group; (3) Affecti…
The Nature, Role, and Effects of Structured Input Activities
This paper is the introductory paper of the Special Issue titled: "New Research on the Role and Effects of Structured Input in Assessing the Nature of Language Processing". It provides a clear analysis of the nature and role of structured input activities in second language research and language pedagogy. It presents the main findings of genuine empirical research investigating the effectiveness of structured input on different forms and structur…
Processing instruction
Alessandro Benati, Processing instruction: un tipo di grammatica comunicativa per la classe di lingua straniera. Il caso del futuro italiano, Italica, Vol. 77, No. 4, Linguistics and Pedagogy (Winter, 2000), pp. 473-494
The Effects of Processing Instruction and its Components on the Acquisition of Gender Agreement in Italian
This paper reports an experimental investigation of the relative effects of processing instruction, structured input activities and explicit information on the acquisition of gender agreement in Italian adjectives. Subjects were divided into three groups: the first received processing instruction; the second group structured input only; the third group explicit information only. One interpretation and two production measures were used in a pre- a…
Input Processing and Processing Instruction
Abstract Input Processing refers to the initial process by which learners connect grammatical forms with their meanings as well as how they interpret the roles of nouns in relationship to verbs. The pedagogical intervention derived from this theoretical framework, Processing Instruction (PI), has consistently shown success at improving second language (L2) learners’ processing strategies. PI helps learners to intake “better input” by directing th…
The teaching and acquisition interface in neurocognition research
This special issue brings forward new insights on the brain changes following second language instruction. The fundamental research question of the extent to which different teaching-related variables impact patterns of brain adaptation in adult learners is addressed. The articles contribute to a new field of experimental language research dubbed ‘the neurocognition of the teaching/acquisition interface.’
Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form
The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide answers to the questions formulated in this study, one classroom experiment was carried out. Sixty-eig…
Classroom-oriented research
This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular,…
Structured input and structured output on the acquisition of English passive constructions
The effects of structured input and working memory on the acquisition of English causative forms
Experimental research measuring the effectiveness of structured input have shown that L2 learners receiving the structured input treatment process forms affected by processing principles more accurately. The effects of structured input have been investigated using both offline (e.g., interpretation and production tests) and online tests (e.g., self-paced reading and eye-tracking tests). However, no previous research has investigated the possible …
Motivational factors and structured input effects on the acquisition of English causative passive forms
This study investigated the possible effects of motivational factors on the positive effects generated by structured input on the acquisition of English causative passive forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects utilising a self-paced reading test. The self-paced reading test is a reliable measurement of language processing. Fifty Chinese…
Processing instruction and structured input
This is the introduction to the Special Issue
The Nature, Role, and Effects of Structured Input Activities
This paper is the introductory paper of the Special Issue titled: "New Research on the Role and Effects of Structured Input in Assessing the Nature of Language Processing". It provides a clear analysis of the nature and role of structured input activities in second language research and language pedagogy. It presents the main findings of genuine empirical research investigating the effectiveness of structured input on different forms and structur…
Special issue
cc-by
An Investigation into the Effects of Structured Input, Referential Activities, and Affective Activities on the Acquisition of English Causative Forms
The present study was conducted to investigate the relative effect of structured input, referential activities, and affective activities on the acquisition of English causative forms. The processing of English causative structures is hindered by The First Noun Principle. Forty-one school-age Chinese learners of English as a second language were assigned to three treatment groups: (1) Structured input group; (2) Referential-only group; (3) Affecti…
The online primary and secondary transfer-of-training effects of structured input on the acquisition of English past tense and third person singular present tense markers
This study compared primary and secondary effects of structured input, and traditional instruction on the acquisition of English past tense (primary target form) and third person singular present tense (secondary target form) markers. Participants included sixty-eight school-age learners enrolled in a beginning-level English course. The main findings from this study demonstrated that structured input is more effective on the primary and secondary…
The Online Effects of Processing Instruction on the Acquisition of the English Passive Structure
This study investigates the immediate and delayed effects of processing instruction (PI), which is an input-based pedagogical intervention, and its key component, structured input (SI), which aims to foster making correct form-meaning connections, on the acquisition of the English passive structure. Thirty-four ESL learners, who had not received any formal instruction on the target structure, were randomly assigned to either a PI group (n = 12), …
She or He? Source of Errors in L2 Production of 3rd Person Singular Pronouns by Chinese Speakers of English
A notorious problem in L2 English production is he/she confusion in 3rd person singular pronouns. Even proficient Chinese speakers of L2 English tend to misuse he for she in production, causing communication barrier regarding who is the antecedent. The present study investigates whether this processing problem in L2 production is associated with a few factors being investigated and provides practical solutions in L2 learning and teaching. We empl…
Computer Science (11 obras) · EFL/ESL Teaching and Learning (11 obras) · Linguistics (11 obras) · Psychology (10 obras) · Second Language Acquisition and Learning (10 obras) · Cognitive psychology (6 obras) · Second Language Learning and Teaching (5 obras) · Mathematics education (4 obras) · Artificial Intelligence (3 obras) · Natural language processing (3 obras)