Chapter 9. PI and the French causative and passive constructions
-
Wynne Wong
Abstract
We examined whether French L2 learners trained with processing instruction (PI) or traditional instruction (TI) on the French causative, would transfer training effects to the passive construction. Experiment 2 included explicit information (EI) but not Experiment 1. Accuracy results and eye movement patterns showed PI had a positive impact on participants’ processing of the causative, but neither treatment had any effect on the passive. The null effect could be attributed to the low number of tokens used and to the nature of the passive structure. Furthermore, PI training on the causative might have trained learners to rely on the necessary cues to process causative sentences correctly, but this might not have been sufficient to decrease reliance on the first noun principle.
Abstract
We examined whether French L2 learners trained with processing instruction (PI) or traditional instruction (TI) on the French causative, would transfer training effects to the passive construction. Experiment 2 included explicit information (EI) but not Experiment 1. Accuracy results and eye movement patterns showed PI had a positive impact on participants’ processing of the causative, but neither treatment had any effect on the passive. The null effect could be attributed to the low number of tokens used and to the nature of the passive structure. Furthermore, PI training on the causative might have trained learners to rely on the necessary cues to process causative sentences correctly, but this might not have been sufficient to decrease reliance on the first noun principle.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface and acknowledgements vii
-
Introduction
- Chapter 1. Input processing in second language acquisition 3
-
Part I. Research on sentence processing
- Chapter 2. The processing of case in intermediate L2 Spanish 27
- Chapter 3. The processing of subject shifts in L2 Spanish 53
- Chapter 4. When more is better 125
-
Part II. Research and perspectives on VanPatten’s model of input processing
- Chapter 5. VanPatten (1990)’s long and winding story and the nature of replication studies 153
- Chapter 6. Contextual effects in processing OVS constructions in Spanish 183
- Chapter 7. Multilevel input processing 201
-
Part III. Research and perspectives on processing instruction
- Chapter 8. Trials-to-criterion as a methodological option to measure language processing in processing instruction 235
- Chapter 9. PI and the French causative and passive constructions 261
- Chapter 10. Why does processing instruction work? 295
-
Conclusion
- Chapter 11. Online methods in research on input processing and processing instruction 327
- Index 357
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface and acknowledgements vii
-
Introduction
- Chapter 1. Input processing in second language acquisition 3
-
Part I. Research on sentence processing
- Chapter 2. The processing of case in intermediate L2 Spanish 27
- Chapter 3. The processing of subject shifts in L2 Spanish 53
- Chapter 4. When more is better 125
-
Part II. Research and perspectives on VanPatten’s model of input processing
- Chapter 5. VanPatten (1990)’s long and winding story and the nature of replication studies 153
- Chapter 6. Contextual effects in processing OVS constructions in Spanish 183
- Chapter 7. Multilevel input processing 201
-
Part III. Research and perspectives on processing instruction
- Chapter 8. Trials-to-criterion as a methodological option to measure language processing in processing instruction 235
- Chapter 9. PI and the French causative and passive constructions 261
- Chapter 10. Why does processing instruction work? 295
-
Conclusion
- Chapter 11. Online methods in research on input processing and processing instruction 327
- Index 357
