Processing Instruction and a Role for Output in Second Language Acquisition
XXX Language Learning Vol. 56, No. 2
Bibliographic Data
| ID | 4982809 |
|---|---|
| Authors | Paul D Toth (0000-0001-5139-3252, University of Wisconsin–Madison, corresponding author) |
| Year | 2006 |
| Volume | 56 |
| Issue | 2 |
| Pages | 319-385 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.0023-8333.2006.00349.x |
| OpenAlex | W1608836420 |
| Language | EN |
| Citations received | 24 |
| References cited | 65 |
This study addresses the role of output in second language (L2) acquisition by comparing processing instruction (PI) to communicative output (CO) tasks. Participants included 80 English-speaking adults from six university course sections of beginning L2 Spanish, with two assigned to each treatment (PI = 27; CO = 28) and two others comprising a control group (n = 25). Instruction lasted 7 days and targeted the anticausative clitic se. One lesson was videotaped and transcribed in each treatment group. Results on grammaticality judgment and guided production tasks administered before, immediately after, and 24 days following instruction indicated similar grammaticality judgment improvements, but more frequent uses of se by CO learners on guided production. Transcript data suggest a role for output in acquisition involving attention to, and metalinguistic analyses of, L2 structure
Cognitive psychology · Control (management) · Corrective Feedback · Grammar · Grammaticality · Linguistics · Mathematics education · Metalinguistics · Second-language acquisition · Teaching method · Vocabulary development · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Noticing, Retrieving and Generation
Language awareness and language learning
Replication and Expansion
The Effects of Processing Instruction with and without Output
Automatization, Skill Acquisition, and Practice in Second Language Acquisition
Output‐Based Instructional Approaches
The potential role(s) of writing in second language development
Effects of textual enhancement on L2 development
Teacher language awareness for CLIL in multilingual settings
The effects of input and output based instruction on the development of L2 explicit and automatised explicit knowledge
Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools
The effect of mechanical and meaningful production of output on learning English relative clauses
Languaging in grammar exercises by Japanese EFL learners of differing proficiency
Discourse and long-term effects of isolated and combined structured input and structured output on the acquisition of the English causative form
Frequency effects and second language lexical acquisition
Expressing uncontrolledness in narratives of accidental events
The Effects of Processing Instruction and Output-Based Activities on Grammar Learning
A priori assessment of language learning tasks by practitioners
Research into practice
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction
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
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Language Processing and Second Language Development
The Generative Lexicon
Input and Evidence
Processing Instruction
Second Language Acquisition and Universal Grammar
Speaking
Attention
Explicit Instruction and Input Processing
Measuring Implicit and Explicit Knowledge of a Second Language
Parsing Effects in Second Language Sentence Processing
Output, Input Enhancement, and the Noticing Hypothesis
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
Automaticity and automatization
Explanation versus Structured Input in Processing Instruction
The Role of Tutoring in Problem Solving
The input hypothesis
Form-Meaning Connections in Second Language Acquisition
Comprehension and Production Processes in Second Language Learning
Problems in Output and the Cognitive Processes They Generate
Native Speaker vs. L2 Learner Grammaticality Judgements
Restructuring
The Role of Consciousness in Second Language Learning1
Learning Lessons
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction
Second Language Acquisition. A Book of Readings
On the reliability of grammaticality judgement tests in second language acquisition research
Indefinite SE
Linguistics, Language Acquisition, and Language Variation
The Sequencing of Structural Pattern Drills
Understanding Communication in Second Language Classrooms
New Perspectives on Grammar Teaching in Second Language Classrooms
Language and Language Use, Studies in Spanish
The Evidence Is In
Grammar Teaching for the Acquisition‐Rich Classroom
Processing Instruction
Impersonal se Constructions in Romance and the Passivization of Unergatives
Rote or Rule? Exploring the Role of Formulaic Language in Classroom ForeignLanguage Learning
The Differential Role of Comprehension and Production Practice
Focusing on Form in the Communicative Classroom
Processing Instruction and the Subjunctive
Authentic Processing Instruction and the Spanish Subjunctive
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback
| Unique citing works | 24 |
|---|---|
| Citations per year | 1,26 |
| Citation span | 2007 - 2025 (19) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 20 |