Chapter 10. Why does processing instruction work?
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Michael J. Leeser
Abstract
Research on processing instruction (PI) has shown that PI is an effective instructional intervention for learners of various languages and contexts. This chapter addresses a basic question: Why does PI work? In the first section, I provide an overview of the language faculty and discuss how PI differs from other research in terms of the nature of language. The second section explores how VanPatten’s model of input processing (VanPatten, 1996, 2004, 2020) can be understood within larger frameworks that integrate language processing and acquisition. The third section discusses the characteristics of PI and the findings of PI research within the wider context of growth within the language faculty. Finally, I conclude with thoughts on future directions of PI research.
Abstract
Research on processing instruction (PI) has shown that PI is an effective instructional intervention for learners of various languages and contexts. This chapter addresses a basic question: Why does PI work? In the first section, I provide an overview of the language faculty and discuss how PI differs from other research in terms of the nature of language. The second section explores how VanPatten’s model of input processing (VanPatten, 1996, 2004, 2020) can be understood within larger frameworks that integrate language processing and acquisition. The third section discusses the characteristics of PI and the findings of PI research within the wider context of growth within the language faculty. Finally, I conclude with thoughts on future directions of PI research.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface and acknowledgements vii
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Introduction
- Chapter 1. Input processing in second language acquisition 3
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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
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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
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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
