Input Processing and Grammar Instruction in Second Language Acquisition
Bibliographic Data
| ID | 9870845 |
|---|---|
| Authors | Jack B Jelinski |
| Year | 1997 |
| Volume | 80 |
| Issue | 4 |
| Pages | 811 |
| Publication date | 1997-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | REVIEW |
| Review of | Input processing and grammar instruction in second language acquisition, Bill Vanpatten, 1996 |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/345093 |
| OpenAlex | W2047906281 |
| Language | EN |
| Citations received | 3 |
This book provides an alternative to the 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 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
Grammar · Linguistics · Natural language processing · Second-language acquisition · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Second Language Acquisition and Learning · Second Language Learning and Teaching
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Quantifying cross-linguistic influence with a computational model
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Cognição e aprendizagem de L2
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Analyzing the curricularization of language in two-way immersion education
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Cognitive Perspectives on SLA
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Using word order cues to predict verb class in L2 Spanish
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Changing Pre-service Teachers' Beliefs about Oral Corrective Feedback through a Training Course
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Effects of different lengths of planning time on L2 writing performance and their relationships with writing self-efficacy
An explicit-inductive approach to grammar in Irish-medium immersion schools
Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk
Do They Know What They're Doing? L2 Learners' Awareness of L1 Influence
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Investigating consciousness‐raising tasks
Recent publications on task‐based language teaching
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
Extensive reading and development of different aspects of L2 proficiency
Contexts of engagement
Recoding and reorganizing grammatical form by meaning
Principles of instructed language learning
Processing strategies and the comprehension of sentence-level input by L2 learners of German
Learners' oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error
Reflections on Frequency Effects in Language Processing
Attention to Form and Meaning Revisited
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Experimental psycholinguistic approaches to second language acquisition
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First-language-constrained variability in the second-language acquisition of argument-structure-changing morphology with causative verbs
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Processing Difficulty in Comprehension and Production of Relative Clauses by Learners of English as a Second Language
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Introduction
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Structural Priming and Second Language Learning
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Explicitness of deductive instruction and L2 development
The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics
Understanding the Relationship Between Language Performance and University Course Grades
Teaching L2 Spanish Stress
The influence of computer‐assisted obligatory processing tasks on L2 Spanish object pronouns
The Emergence of Second Language Syntax
The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency
Selective Attention and Transfer Phenomena in L2 Acquisition
The effects of typographic enhancement on L2 collocation processing and learning from reading
Teaching Grammar
Constraints on “Noticing the Gap”
Recasts and Second Language Development
Focus on form
Output, Input Enhancement, and the Noticing Hypothesis
At the Interface
Explicitness, Intake, and the Issue of Awareness
| Citation velocity | historical |
|---|---|
| Highly cited | No |