Processing Instruction: An Update

2002/12/01 by Bill VanPatten · 9 citations
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Reading and Literacy Development #Visual and Cognitive Learning Processes

paper · doi:10.1111/1467-9922.00203

Abstract

In this article I review processing instruction (PI), first introduced in VanPatten and Cadierno (1993). I outline a model of input processing, then describe the nature of PI itself, and follow this with a description of research to date on PI. I also review research that offers counterevidence to the findings of my own and others’ research and argue that some of these studies can be considered not as contradictory, but as complementary, to the research on PI, whereas some of the other studies contain drawbacks in design and procedure that merit close scrutiny.

Cited by

• Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
• The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis
• Language awareness and language learning
• A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense
• Salience in the noticing and production of L2 arabic forms
• Task-based language teaching: For the state secondary FL classroom?
• AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
• The impact of explicit and implicit instruction on EFL learners’ oral performance
• The influence of first language on the processing of wh-movement in English as a second language

Related

• Assimilating complex information
• Find the Intention of Instruction: Comprehensive Evaluation of Instruction Understanding for Large Language Models
• Training Humans and Machines
• Vanishing dual-task interference after practice: Has the bottleneck been eliminated or is it merely latent?
• Efficacy of Machine-Generated Instructions