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Processing Instruction is an approach to grammar instruction for second language learning, contrasting with traditional grammar instruction in its focus on structured input rather than learners' output. This book compares student assessment after traditional grammar instruction and after Processing Instruction to assess the positive benefits of this method of second language teaching. Rather than examining sentence-level tasks, the study looks at the relative effectiveness of Processing Instruction on discourse-level linguistic ability. Case studies using empirical data from second language learners of Japanese, Italian and English are used to highlight the benefits to the learner of this method of enhanced input. This monograph will be of interest to postgraduates and academics researching second language acquisition and applied linguistics.
Input Processing is a theoretical framework on which the pedagogical paradigm called Processing Instruction is predicated. In this book, new data on the acquisition of Italian and Modern Standard Arabic are presented and analyzed within this framework. Each study in the book explores how input processing strategies affect the acquisition of a particular linguistic feature and/or structure in the two languages. The studies use both offline (e.g., sentence and discourse-level tasks) and online tests (e.g., eye-tracking) to measure the effects of this instructional training.
This volume tracks the impact Processing Instruction has made since its conception. The authors explain Processing Instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. They review the empirical research conducted to date, so that readers have an overview of new research carried out on the effects of Processing Instruction. The work concludes with reflections on the generalizability and limits of the research on Processing Instruction and offers future directions for Processing Instruction research.
The present study was conducted to investigate possible interpretation discourse level effects of processing instruction and re-exposure to processing instruction on the acquisition of a specific feature of the Japanese linguistics system: namely Japanese passive forms. Processing instruction is a type of focus on form which is framed around the input processing theoretical framework. In order to carry out this investigation two separate experimental studies were conducted. All participants were native English speakers and were randomly assigned to two groups. In both experimental studies, one group received processing instruction which involved an explicit instruction component and structured input practice directed at altering the way L2 learners process input; the other group was used as a control group and received no instruction. Interpretation and production sentence level tasks, and discourse level tasks were used to measure performance after a one day instruction. A pre-test/post-test design was adopted to collect data in both studies. In the second experimental study, the processing instruction group received a re-exposure treatment between the post-test and the delayed post-test. Based on previous research carried out on the effectiveness of processing instruction, it was hypothesised that processing instruction would have positive effects on the accuracy with which subjects interpreted and produced sentences containing Japanese passive forms. A further hypothesis was that the effects of re-exposure to the processing instruction treatment (after the first post-test) would further improve subjects ability to interpret and produce sentences containing Japanese passive forms. A set of two hypotheses were formulated on possible interpretation discourse effects for processing instruction. It was hypothesised that the group receiving processing instruction would improve in its ability to interpret discourse (guided recall: dialogue and story version) containing Japanese passive forms, and that learners in this group, receiving re-exposure to the processing instruction treatment would further improve in their ability to interpret discourse containing Japanese passive forms. Overall the statistical analyses carried out on the raw scores of all the measures used supported the four hypotheses of this study. The results obtained in this research provide clear evidence that processing instruction has positive effects on the acquisition of Japanese passive construction. The present study showed that processing instruction was successful in altering the way in which learners processed the input and its effects had also an impact on the way learners produced Japanese passive construction forms. The main findings of the present study also provided new evidence on the effectiveness of processing instruction in improving learners? performance on interpretation discourse level tasks. In addition to this, it also provides new evidence that learners receiving re-exposure to the processing instruction treatment between a post-test and a delayed post-test can further improve in their ability to interpret and produce the target feature at sentence level and interpret the target feature at discourse level. The results obtained in the two studies have implications at two levels. At the theoretical level this research provides further support for the role that input processing plays in SLA. At the pedagogical level it demonstrates the effectiveness of processing instruction on the acquisition of a different linguistic feature of the Japanese grammar system (passive forms), not only on an interpretation and production sentence level task but also on an interpretation discourse level task. It also demonstrated the important role of a re-exposure instructional treatment.
This volume tracks the impact Processing Instruction has made since its conception. The authors explain Processing Instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. They review the empirical research conducted to date, so that readers have an overview of new research carried out on the effects of Processing Instruction. The work concludes with reflections on the generalizability and limits of the research on Processing Instruction and offers future directions for Processing Instruction research.
With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin’s work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants’ involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhances understanding as a “mediator of learning” by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner and finishing the feedback loop by verbalizing metacognitive thoughts.
Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
This book provides a comprehensive collection of empirical studies and critical commentary that bring Processing Instruction up to date but also lay the ground work for continued research.
Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. The authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and language skills.
Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new language learning contexts such as computer mediated communication, multilingual settings or content and language integrated contexts requires further research that focuses on discourse and language learning. From this perspective, the present volume aims to broaden the scope of investigation in foreign language contexts by exploring discourse patterns in the classroom and examining the impact of factors such as gender, explicitness of feedback or L1 use on language learning through discourse. With that aim in mind, this volume will bring together research that investigates discourse in various instructional settings, namely those of primary, secondary and university L2 learning environments, content and language integrated contexts and other new language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Basque, Spanish, Japanese, French, Italian, Catalan) as well as the target foreign language (e.g. English, French, Italian, Japanese, Spanish) makes the volume specially attractive. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural theory, or conversation analysis, widen the realm of investigation on discourse and language learning. Finally, the strength of the volume also lies in the range of educational settings (primary, secondary and tertiary education) and the worldwide representation of contributors across seven different countries, namely those of Spain, France, Austria, Finland, Germany, Canada, Australia and the United States. The uniqueness of the volume is due to its eclectic and comprehensive nature in tackling instructional discourse. Worldwide outstanding researchers, like Julianne House, Carme Muñoz, Ute Smit, Tarja Nikula or Roy Lyster, to quote but a few, adopt different perspectives in this joint contribution that will certainly broaden the scope of research on language learners’ discourse.