Authentic Processing Instruction and the Spanish Subjunctive
Bibliographic Data
| ID | 3204973 |
|---|---|
| Authors | Andrew P Farley (corresponding author) |
| Year | 2001 |
| Volume | 84 |
| Issue | 2 |
| Pages | 289 |
| Publication date | 2001-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3657760 |
| OpenAlex | W2052164507 |
| Language | EN |
| Citations received | 26 |
Twenty-nine subjects enrolled in a fourth-semester Spanish course were assigned to one of two treatments: processing instruction and meaning-based output instruction. The results show that processing instruction (PI) has an overall greater effect than meaning-based output instruction (MOI) on how learners interpret and produce the Spanish subjunctive of doubt. MOI did not have nearly the effect on interpretation as PI. MOI did have a positive impact on what learners were able to produce, but this effect was no greater than the PI influence on production. These results emphasize the important role of input in second language acquisition and the benefits of processing instruction in particular. Although Collentine (1998) stated that most uses of the subjunctive do not lend themselves to PI, this study has shown that input can be structured in such a way that the subjunctive is more easily processed by L2 learners of Spanish
Linguistics · EFL/ESL Teaching and Learning · Philosophy · Second Language Acquisition and Learning · Second Language Learning and Teaching
Input Processing and Processing Instruction
Unveiling the Significance
Processing Instruction
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction
A Discourse-Pragmatic Approach to Teaching Indicative/Subjunctive Mood Selection in the Intermediate Spanish Language Class
Processing Instruction, Communicative Value, and Ecological Validity
Affective Structured Input Online
The Effectiveness of Collaborative Tasks on the Acquisition of the Spanish Subjunctive and Development of Mood Selection Abilities
On the Acquisition of the Subjunctive and Authentic Processing Instruction
The Effects of Processing Instruction with and without Output
At the Interface
A Review of Thirty Years of Research on Processing Instruction
Explicit information and working memory in second-language acquisition of the Spanish subjunctive
The Role of Classroom Input
Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form
A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish
Can educational experiments both test a theory and inform practice
The effects of task‐essential training on L2 processing strategies and the development of Spanish verbal morphology
Learning Complex Grammar in the Virtual Classroom
The Evidence Is In
Integrating Language and Literature
The Effectiveness of Structured Input and Structured Output on the Acquisition of Japanese Comparative Sentences
Processing Instruction and a Role for Output in Second Language Acquisition
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
Procesamiento del input en la didáctica de lenguas afines
Comprehension-Based Versus Production-Based Grammar Instruction
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,08 |
| Citation span | 2002 - 2026 (25) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |