The pedagogical relevance of processing instruction in second language idiom acquisition

References

Abel, Beate. 2003. English idioms in the first language and second language lexicon: A dual representation approach. Second Language Research 19. 329–358.10.1191/0267658303sr226oaSuche in Google Scholar

Andersen, Roger W. 1984. The one to one principle of interlanguage construction. Language Learning 34. 77–95.10.1111/j.1467-1770.1984.tb00353.xSuche in Google Scholar

Barcroft, Joe. 2007. Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning 57. 355–356.10.1111/j.1467-9922.2007.00398.xSuche in Google Scholar

Barcroft, Joe. 2013. Input-based incremental vocabulary instruction for the L2 classroom. In John W. Schwieter (ed.), Innovative research and practices in second language acquisition and bilingualism, 107–138. Philadelphia: John Benjamins.10.1075/lllt.38.09barSuche in Google Scholar

Benati, Alessandro. 2001. A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research 5. 95–127.10.1177/136216880100500202Suche in Google Scholar

Benati, Alessandro. 2004. The effects of structured input activities and explicit information on the acquisition of the Italian future tense. In Bill VanPatten (ed.), Processing instruction: Theory, research, and commentary, 207–225. Mahwah, NJ: Lawrence Erlbaum.Suche in Google Scholar

Bobrow, Samuel A. & Susan M. Bell. 1973. On catching on to idiomatic expressions. Memory & Cognition 1. 342–346.10.3758/BF03198118Suche in Google Scholar

Boers, Frank & Murielle Demecheleer. 2001. Measuring the impact of cross-cultural differences on learners’ comprehension of imageable idioms. ELT Journal 55. 255–262.10.1093/elt/55.3.255Suche in Google Scholar

Boers, Frank, Murielle Demecheleer & June Eyckmans. 2004. Etymological elaboration as a strategy for learning figurative idioms. In Paul Bogaards & Batia Laufer (eds.), Vocabulary in a second language: Selection, acquisition and testing, 53–78. Philadelphia: John Benjamins.10.1075/lllt.10.07boeSuche in Google Scholar

Boers, Frank, June Eyckmans, Jenny Kappel, Hélène Stengers & Murielle Demecheleer. 2006. Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research 10. 245–261.10.1191/1362168806lr195oaSuche in Google Scholar

Buck, Marilyn. 2006. The effects of processing instruction on the acquisition of English progressive aspect. Estudios de Lingüística Aplicada 24. 77–95.Suche in Google Scholar

Cacciari, Cristina & Patrizia Tabossi. 1988. The comprehension of idioms. Hillsdale, NJ: Lawrence Erlbaum.10.1016/0749-596X(88)90014-9Suche in Google Scholar

Cadierno, Teresa. 1995. Formal instruction from a processing perspective: An investigation into the Spanish past tense. The Modern Language Journal 79. 179–193.10.1111/j.1540-4781.1995.tb05430.xSuche in Google Scholar

Choueka, Yaacov. 1988. Looking for needles in a haystack or locating interesting collocation expressions in large textual databases. Proceedings of the RIAO, 38–43.Suche in Google Scholar

Cieślicka, Anna B. 2006. Literal salience in on-line processing of idiomatic expressions by L2 speakers. Second Language Research 22. 115–144.10.1191/0267658306sr263oaSuche in Google Scholar

Cieślicka, Anna B. 2015. Idiom acquisition and processing by second/foreign language learners. In Roberto R. Heredia & Anna B. Cieślicka (eds.), Bilingual figurative language processing, 208–244. Cambridge, UK: Cambridge University Press.10.1017/CBO9781139342100.012Suche in Google Scholar

Cieślicka, Anna B. & Roberto R. Heredia. 2011. Hemispheric asymmetries in processing L1 and L2 idioms: Effects of salience and context. Brain and Language 116. 136–150.10.1016/j.bandl.2010.09.007Suche in Google Scholar

Colombo, Lucia. 1993. The comprehension of ambiguous idioms in context. In Cristina Cacciari & Patrizia Tabossi (eds.), Idioms: Processing, structure, and interpretation, 163–200. Hillsdale, NJ: Lawrence Erlbaum.Suche in Google Scholar

Conklin, Kathy & Norbert Schmitt. 2008. Formulaic sequences: Are they processed more quickly than nonformulaic language by native and non-native speakers? Applied Linguistics 29. 72–89.10.1093/applin/amm022Suche in Google Scholar

Cooper, Thomas C. 1999. Processing of idioms by L2 learners of English. TESOL Quarterly 33(2). 233–262.10.2307/3587719Suche in Google Scholar

Cornell, Alan. 1999. Idioms: An approach to identifying major pitfalls for learners. International Review of Applied Linguistics in Language Teaching 37. 1–11.10.1515/iral.1999.37.1.1Suche in Google Scholar

DeKeyser, Robert M. 2005. What makes learning second-language grammar difficult? A review of issues. Language Learning 55. 1–25.10.1111/j.0023-8333.2005.00294.xSuche in Google Scholar

Doughty, Catherine J. 2001. Cognitive underpinnings of focus on form. In Peter Robinson (ed.), Cognition and second language instruction, 206–257. Cambridge: Cambridge University Press.10.1017/CBO9781139524780.010Suche in Google Scholar

Doughty, Catherine J. & Jessica Williams (eds.). 1998. Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Suche in Google Scholar

Ellis, Rod. 1994. The study of second language acquisition. Oxford: Oxford University Press.Suche in Google Scholar

Ellis, Rod (ed.). 2001. Form-focused instruction and second language learning. Malden, MA: Blackwell.Suche in Google Scholar

Farley, Andrew P. 2001. Authentic processing instruction and the Spanish subjunctive. Hispania 84. 289–299.10.2307/3657760Suche in Google Scholar

Farley, Andrew P. 2004. Processing instruction and the Spanish subjunctive: Is explicit information needed? In Bill VanPatten (ed.), Processing instruction: Theory, research, and commentary, 227–239. Mahwah, NJ: Lawrence Erlbaum.Suche in Google Scholar

Fernández, Claudia. 2008. Reexamining the role of explicit information in processing instruction. Studies in Second Language Acquisition 30. 277–305.10.1017/S0272263108080467Suche in Google Scholar

Fernando, Chitra & Roger Flavell. 1981. On idiom: Critical views and perspectives (Exeter Linguistic Studies 5). Exeter, UK: University of Exeter.Suche in Google Scholar

Gass, Susan & Larry Selinker. 2001. Second language acquisition: An introductory course, 2nd edn. Mahwah, NJ: Lawrence Erlbaum.10.4324/9781410604651Suche in Google Scholar

Gibbs, Raymond, Nandini P. Nayak & Cooper Cutting. 1989a. How to kick the bucket and not decompose: Analyzability and idiom processing. Journal of Memory and Language 28. 576–593.10.1016/0749-596X(89)90014-4Suche in Google Scholar

Gibbs, Raymond W. 1980. Spilling the beans on understanding and memory for idioms in conversation. Memory & Cognition 8. 149–156.10.3758/BF03213418Suche in Google Scholar

Gibbs, Raymond W. 1992. What do idioms really mean? Journal of Memory and Language 31. 485–506.10.1016/0749-596X(92)90025-SSuche in Google Scholar

Gibbs, Raymond W. 1993. Why idioms are not dead metaphors. In Cristina Cacciari & Patrizia Tabossi (eds.), Idioms: Processing, structure, and interpretation, 57–77. Hillsdale, NJ: Lawrence Erlbaum.Suche in Google Scholar

Gibbs, Raymond W. 2002. A new look at literal meaning in understanding what is said and implicated. Journal of Pragmatics 34. 457–486.10.1016/S0378-2166(01)00046-7Suche in Google Scholar

Gibbs, Raymond W. & Gayle P. Gonzales. 1985. Syntactic frozenness in processing and remembering idioms. Cognition 20. 243–259.10.1016/0010-0277(85)90010-1Suche in Google Scholar

Gibbs, Raymond W. & Nandini P. Nayak. 1989. Psycholinguistic studies on the syntactic behavior of idioms. Cognitive Psychology 21. 100–138.10.1016/0010-0285(89)90004-2Suche in Google Scholar

Gibbs, Raymond W., Nandini P. Nayak, John L. Bolton & Melissa E. Keppel. 1989b. Speakers’ assumptions about the lexical flexibility of idioms. Memory & Cognition 17. 58–68.10.3758/BF03199557Suche in Google Scholar

Grant, Lynn & Laurie Bauer. 2004. Criteria for re-defining idioms: Are we barking up the wrong tree? Applied Linguistics 25. 38–61.10.1093/applin/25.1.38Suche in Google Scholar

Henry, Nicholas, Hillah Culman & Bill VanPatten. 2009. More on the effects of explicit information in instructed SLA: A partial replication and a response to Fernández (2008). Studies in Second Language Acquisition 31. 559–575.10.1017/S0272263109990027Suche in Google Scholar

Kecskés, István & Tunde Papp. 2000. Metaphorical competence in trilingual language production. In Jasone Cenoz & Ulrike Jessner (eds.), English in Europe: The acquisition of a third language, 99–120. Clevedon, UK: Multilingual Matters.Suche in Google Scholar

Laufer, Batia. 1998. The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics 19. 255–271.10.1093/applin/19.2.255Suche in Google Scholar

Laufer, Batia. 2000. Avoidance of idioms in a second language: The effect of L1–L2 degree of similarity. Studia Linguistica 54. 186–196.10.1111/1467-9582.00059Suche in Google Scholar

Laufer, Batia. 2005. Focus on form in second language vocabulary. EUROSLA Yearbook 5. 223–250.10.1075/eurosla.5.11lauSuche in Google Scholar

Laufer, Batia & Zahava Goldstein. 2004. Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning 54. 469–523.10.1111/j.0023-8333.2004.00260.xSuche in Google Scholar

Laufer, Batia & T. Sima Paribakht. 1998. The relationship between passive and active vocabularies: Effects of language learning context. Language Learning 48. 365–391.10.1111/0023-8333.00046Suche in Google Scholar

Lee, James F. & Bill VanPatten. 1995. Making communicative language teaching happen. New York: McGraw Hill.Suche in Google Scholar

Lewis, Michael. 1993. The lexical approach. Hove, UK: Language Teaching.Suche in Google Scholar

Lewis, Michael. 1997. Implementing the lexical approach: Putting theory into practice. Hove, UK: Language Teaching.Suche in Google Scholar

Lewis, Michael. 2000. Language in the lexical approach. In Michael Lewis (ed.), Teaching collocation: Further developments in the lexical approach, 126–154. Hove, UK: Language Teaching.Suche in Google Scholar

Liontas, John I. 2002. Context and idiom understanding in second languages. EUROSLA Yearbook 2. 155–185.10.1075/eurosla.2.11lioSuche in Google Scholar

Long, Michael. 2000. Focus on form in task-based language teaching. In Richard D. Lambert & Elana Shohamy (eds.), Language policy and pedagogy, 179–192. Philadelphia: John Benjamins.10.1075/z.96.11lonSuche in Google Scholar

Loschky, Lester & Robert Bley-Vroman. 1993. Grammar and task-based methodology. In Graham V. Crookes & Susan M. Gass (eds.), Tasks and language learning: Integrating theory and practice, 123–167. Clevedon, UK: Multilingual Matters.Suche in Google Scholar

McGill, Robert, John W. Tukey & Wayne A. Larsen. 1978. Variations of box plots. The American Statistician 32(1). 12–16.10.1080/00031305.1978.10479236Suche in Google Scholar

Meara, Paul M. 2009. Connected words: Word associations and second language lexical acquisition. Amsterdam: John Benjamins.10.1075/lllt.24Suche in Google Scholar

Melka Teichroew, Francine J. 1982. Receptive versus productive vocabulary: A survey. Interlanguage Studies Bulletin 6. 5–33.Suche in Google Scholar

Morris, C. Donald, John D. Bransford & Jeffrey J. Franks. 1977. Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior 16. 519–533.10.1016/S0022-5371(77)80016-9Suche in Google Scholar

Nation, I. S. P. 2001. Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.10.1017/CBO9781139524759Suche in Google Scholar

Norris, J. M., & Lourdes Ortega. 2000. Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language Learning 50. 417–528.10.1111/0023-8333.00136Suche in Google Scholar

Nunberg, Geoffrey. 1978. The pragmatics of reference. Bloomington: Indiana University Linguistics.Suche in Google Scholar

Pollio, Howard R., Jack M. Barlow, Harold J. Fine & Marilyn R. Pollio. 1977. Psychology and the poetics of growth: Figurative language in psychology, psychotherapy, and education. Hillsdale, NJ: Lawrence Erlbaum.Suche in Google Scholar

Read, John. 1998. Validating a test to measure depth of vocabulary knowledge. In Antony John Kunnan (ed.), Validation in language assessment, 41–60. Mahwah, NJ: Lawrence Erlbaum.Suche in Google Scholar

Read, John. 2000. Assessing vocabulary. Cambridge: Cambridge University Press.10.1017/CBO9780511732942Suche in Google Scholar

Read, John. 2004. Research in teaching vocabulary. Annual Review of Applied Linguistics 24. 146–161.10.1017/S0267190504000078Suche in Google Scholar

Robinson, Peter. 1995. Attention, memory, and the “noticing” hypothesis. Language Learning 45. 283–331.10.1111/j.1467-1770.1995.tb00441.xSuche in Google Scholar

Robinson, Peter. 2001a. Cognition and second language instruction. Cambridge: Cambridge University Press.10.1017/CBO9781139524780Suche in Google Scholar

Robinson, Peter. 2001b. Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied Linguistics 22. 27–57.10.1093/applin/22.1.27Suche in Google Scholar

Sanz, Cristina & Kara Morgan-Short. 2004. Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning 54. 35–78.10.1111/j.1467-9922.2004.00248.xSuche in Google Scholar

Sanz, Cristina & Bill VanPatten. 1998. On input processing, processing instruction, and the nature of replication tasks: A response to M. R. Salaberry. Canadian Modern Language Review 54. 263–273.10.3138/cmlr.54.2.263Suche in Google Scholar

Schmidt, Richard. 1995. Consciousness and foreign language learning: A tutorial on attention and awareness in learning. In Richard Schmidt (ed.), Attention and awareness in foreign language learning, 1–63. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.Suche in Google Scholar

Siyanova-Chanturia, Anna, Kathy Conklin & Norbert Schmitt. 2011. Adding more fuel to the fire: An eye-tracking study of idiom processing by native and nonnative speakers. Second Language Research 27. 251–272.10.1177/0267658310382068Suche in Google Scholar

Spada, Nina. 1997. Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching 30. 73–87.10.1017/S0261444800012799Suche in Google Scholar

Stafford, Catherine A., Harriet W. Bowden & Cristina Sanz. 2012. Optimizing language instruction: Matters of explicitness, practice, and cue learning. Language Learning 62. 741–768.10.1111/j.1467-9922.2011.00648.xSuche in Google Scholar

Steinel, Margarita P., Jan H. Hulstijn & Wolfgang Steinel. 2007. Second language idiom learning in a paired-associate paradigm: Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency. Studies in Second Language Acquisition 29. 449–484.10.1017/S0272263107070271Suche in Google Scholar

Swinney, David A. & Anne Cutler. 1979. The access and processing of idiomatic expressions. Journal of Verbal Learning and Verbal Behavior 18. 523–534.10.1016/S0022-5371(79)90284-6Suche in Google Scholar

Tabossi, Patrizia & Francesco Zardon. 1993. The activation of idiomatic meaning in spoken language. In Cristina Cacciari & Patrizia Tabossi (eds.). Idioms: Processing, structure and interpretation, 145–162. Hillsdale, NJ: Lawrence Erlbaum.Suche in Google Scholar

Tabossi, Patrizia & Francesco Zardon. 1995. The activation of idiomatic meaning. In Martin Everaert, Erik-Jan Van Der Linden, Andr Schenk & Rob Schreuder (eds.), Idioms: Structural and psychological perspectives, 273–282. Hillsdale, NJ: Lawrence Erlbaum.Suche in Google Scholar

Takala, Sauli. 1984. Evaluation of students’ knowledge of English vocabulary in Finnish comprehensive school (Rep. No. 350). Jyvaskyla, Finland: Institute of Educational Research.Suche in Google Scholar

Titone, Debra A. & Cynthia M. Connine. 1999. On the compositional and non-compositional nature of idiomatic expressions. Journal of Pragmatics 31. 1655–1674.10.1016/S0378-2166(99)00008-9Suche in Google Scholar

Tomlin, Russell S. & Victor Villa. 1994. Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 16. 183–203.10.1017/S0272263100012870Suche in Google Scholar

VanPatten, Bill. 2004. Input processing in second language acquisition. In Bill VanPatten (ed.), Processing instruction: Theory, research, and commentary, 5–31. Mahwah, NJ: Lawrence Erlbaum.10.4324/9781410610195Suche in Google Scholar

VanPatten, Bill. 2005. Processing instruction. In Cristina Sanz (ed.), Mind and context in adult second language acquisition: Methods, theory, and practice, 267–281. Washington DC: Georgetown University Press.Suche in Google Scholar

VanPatten, Bill & Teresa Cadierno. 1993. Explicit instruction and input processing. Studies in Second Language Acquisition 15. 225–241.10.1017/S0272263100011979Suche in Google Scholar

VanPatten, Bill, Jeffrey L. Farmer & Caleb L. Clardy. 2009. Processing instruction and meaning-based output instruction: A response to Keating and Farley (2008). Hispania 92. 116–126.Suche in Google Scholar

VanPatten, Bill & Soile Oikkenon. 1996. Explanation versus structured input in processing instruction. Studies in Second Language Acquisition 18. 495–510.10.1017/S0272263100015394Suche in Google Scholar

VanPatten, Bill & Cristina Sanz. 1995. From input to output: Processing instruction and communicative tasks. In Fred R. Eckman, Diane Highland, Peter W. Lee, Jean Mileham & Rita Rutkowski Weber (eds.), Second language acquisition: Theory and pedagogy, 169–185. Mahwah, NJ: Lawrence Erlbaum.Suche in Google Scholar

VanPatten, Bill & Wynne Wong. 2004. Processing instruction and the French causative: A replication. In Bill VanPatten (ed.), Processing instruction: Theory, research and commentary, 97–118. Mahwah, NJ: Lawrence Erlbaum.10.4324/9781410610195Suche in Google Scholar

Vega Moreno, Rosa E. 2005. Idioms, transparency and pragmatic inference. UCLA Working Papers in Linguistics 17. 389–425.Suche in Google Scholar

Waring, Rob. 1997. A comparison of receptive and productive vocabulary sizes of some second language learners. Immaculata 19. 287–307.Suche in Google Scholar

Wong, Wynne. 2004. Processing instruction in French: The roles of explicit information and structured input. In Bill VanPatten (ed.), Processing instruction: Theory, research, and commentary, 187–205. Mahwah, NJ: Lawrence Erlbaum.Suche in Google Scholar

Zyzik, Eve. 2011. Second language idiom learning: The effects of lexical knowledge and pedagogical sequencing. Language Teaching Research 15. 413–433.10.1177/1362168811412025Suche in Google Scholar

Zyzik, Eve & Laura Marqués Pascual. 2012. Spanish differential object marking: An empirical study of implicit and explicit instruction. Studies in Hispanic and Lusophone Linguistics 5. 387–422.10.1515/shll-2012-1135Suche in Google Scholar