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Direct linkVanPatten, Bill – Foreign Language Annals, 2016
In this essay, I review one of the conclusions in Lindseth (2016) published in "Foreign Language Annals." That conclusion suggests that explicit learning and practice (what she called form-focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different…
Descriptors: Journal Articles, Second Language Learning, Grammar, Second Language Instruction
VanPatten, Bill; Collopy, Erin; Price, Joseph E.; Borst, Stefanie; Qualin, Anthony – Modern Language Journal, 2013
This study presents the results of four experiments in the framework of processing instruction conducted with four language learner groups (Spanish, "n"?=?43; German, "n"?=?46; Russian, "n"?=?44; and French, "n"?=?48; discussed in that order). In each experiment, the processing problem was held constant (the…
Descriptors: Language Processing, Nouns, Grammar, Contrastive Linguistics
VanPatten, Bill; Uludag, Onur – System: An International Journal of Educational Technology and Applied Linguistics, 2011
In this paper we report the findings of an experiment to test whether training via processing instruction transfers to output tasks. Two groups of Turkish L1-English L2 learners participated: one that received processing instruction on passive structures and a control group that did not receive any instruction on passives. A pre-test/multiple…
Descriptors: Control Groups, Sentences, Transfer of Training, Linguistic Input
Processing Instruction and Meaning-Based Output Instruction: A Response to Keating and Farley (2008)
VanPatten, Bill; Farmer, Jeffrey L.; Clardy, Caleb L. – Hispania, 2009
Research on Processing Instruction (PI) has yielded consistently positive results across a variety of measures. In addition, in comparison to other instructional interventions, PI tends to yield superior results. The one difference is comparative research with Meaning-based Output Instruction (MOI) in which in a number of studies, MOI is seen to…
Descriptors: Second Language Instruction, Linguistic Input, Language Processing, Teaching Methods
Download full textVanPatten, Bill – International Journal of English Studies, 2010
In this essay, I argue for viewing mental representation and skill as distinct components of language acquisition. My claim is that language is not a monolithic entity--not a new concept, but one that is often overlooked by instructors and some scholars. I examine language as being (minimally) composed of mental representation and skill.…
Descriptors: Language Usage, Cognitive Processes, Language Processing, Second Language Learning
VanPatten, Bill; Inclezan, Daniela; Salazar, Hilda; Farley, Andrew P. – Foreign Language Annals, 2009
In the current study, we present the findings of an experiment with 108 participants of Spanish as a second language in which we compared the effects of dictogloss (DG) and processing instruction (PI) and compared both sets of effects to a control group. Our findings do not support the results of a recent study, Qin (2008). In that study, DG and…
Descriptors: Control Groups, Language Processing, Word Order, Spanish
Peer reviewedVanPatten, Bill; Cadierno, Teresa – Studies in Second Language Acquisition, 1993
Traditional form-focused instruction is compared with processing instruction, which involves explanation and practice/experience processing input data and takes learner strategies into account. Analysis of sentence-level interpretation (comprehension) and production tasks suggest significant gains for subjects receiving processing instruction. (39…
Descriptors: Comparative Analysis, Comprehension, Foreign Countries, Language Acquisition
Peer reviewedVanPatten, Bill; Oikkenon, Soile – Studies in Second Language Acquisition, 1996
Attempts to determine whether or not explicit information given to second-language learners receiving processing instruction is responsible for the beneficial effects of instruction. Results indicate that these beneficial effects derived from the structured input activities and not from the explicit explanation provided to learners. (22…
Descriptors: Feedback, Grammar, High School Students, Language Processing
