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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
