The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Explanation versus Structured Input in Processing Instruction
Abstract
This study replicates VanPatten and Cadierno (1993) in an attempt to determine whether or not explicit information given to learners receiving processing instruction is responsible for the beneficial effects of instruction. Fifty-nine subjects were divided into three groups: (1) one receiving processing instruction in object pronouns and word order in Spanish as in VanPatten and Cadierno (1993), (2) another receiving explanation only with no activities or practice, (3) and another receiving only the structured input activities with no explanation. A pretest/post-test assessment was used involving two tests, an interpretation test and a sentence-level production test. Results showed that the beneficial effects of instruction were due to the structured input activities and not to the explicit information (explanation) provided to learners.
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Cites
Doughty, C. (1991) · Studies in Second Language Acquisition · doi:10.1017/s0272263100010287 · Cited by 619
Cited by
Introduction: Investigating Form‐Focused Instruction
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Interactions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
Gass, S. M. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch9 · Cited by 542
Instructed SLA: Constraints, Compensation, and Enhancement
Doughty, C. J. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch10 · Cited by 519
Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015) · Studies in Bilingualism · doi:10.1075/sibil.48.18goo · Cited by 224
DeKeyser, R., Salaberry, R., Robinson, P., & Harrington, M. (2002) · Language Learning · doi:10.1111/1467-9922.00204 · Cited by 122
Shintani, N., Li, S., & Ellis, R. (2013) · Language Learning · doi:10.1111/lang.12001 · Cited by 117
Hernández, T. A. (2011) · Language Teaching Research · doi:10.1177/1362168810388694 · Cited by 55
The Effect of Instructional Conditions on Students’ Vocabulary Retention
Kitajima, R. (2001) · Foreign Language Annals · doi:10.1111/j.1944-9720.2001.tb02086.x · Cited by 31
Ferman, S., & Karni, A. (2014) · Folia Phoniatrica et Logopaedica · doi:10.1159/000363135 · Cited by 11
Metadata
- Authors
- VanPatten, B., & Oikkenon, S.
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1996-12
- Volume
- 18
- Issue
- 4
- Pages
- 495-510
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2160820103
- Cited by
- 297
- References
- 1
- FWCI
- 37.08
- Type
- journal article
- Language
- en
- Open access
- closed
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