Input Processing and Processing Instruction

The acquisition of Italian and Modern Standard Arabic

Alessandro Benati | University of Hong Kong

Hardbound – Available

ISBN 9789027209382 | EUR 95.00 | USD 143.00

e-Book –

ISBN 9789027259059 | EUR 95.00 | USD 143.00

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.

[Bilingual Processing and Acquisition, 11] 2021. xv, 185 pp.

Publishing status: Available

https://doi.org/10.1075/bpa.11

Table of Contents

Acknowledgements | pp. xi–xii

Prologue | pp. xiii–xvi

Part I. Input processing and processing instruction

Chapter 1. Input processing theory (with Khawlah Ahmed) | pp. 3–18

Chapter 2. Processing instruction research in Italian and modern standard Arabic | pp. 19–44

Part II. The effects of structured input on the acquisition of Italian

Chapter 3. Structured input vs. textual enhancement on the acquisition of Italian subjunctive of doubt: Sentence and discourse-level tasks (with Gaia Chiuchiu) | pp. 47–66

Chapter 4. Structured input vs. traditional instruction on the acquisition of Italian gender agreement: Interpretation discourse-level tasks | pp. 67–88

Chapter 5. Structured input vs. meaning output-based instruction on the acquisition of Italian passive constructions: An eye-tracking study | pp. 89–108

Part III. The effects of structured input on the acquisition of modern standard Arabic

Chapter 6. Processing modern standard Arabic transitive sentences: Investigating L1 transfer and First-Noun Principle effects (with Carl O’Donoghue) | pp. 111–134

Chapter 7. Enhanced structured input vs. unenhanced structured input on the acquisition of modern standard Arabic gender agreement: Sentence and discourse-level tasks (with Ayah Farhat) | pp. 135–154

Part IV. Conclusive remarks

Chapter 8. Implications, limitations and further research | pp. 157–176

Epilogue | pp. 177–182

Author index | pp. 183–184

Subject index | p. 185

Cited by (6)

Cited by six other publications

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Zhong, Zhihui & Alessandro Giovanni Benati

2024. An Investigation into the Effects of Structured Input, Referential Activities, and Affective Activities on the Acquisition of English Causative Forms. Languages 9:2 ► pp. 39 ff.

Benati, Alessandro G.

2022. Processing Instruction: Research, Theory and Practical Implications of the Learning and Teaching of English Grammar to Chinese L1 Speakers. In Challenges Encountered by Chinese ESL Learners, ► pp. 109 ff.

Benati, Alessandro G.

2022. Chapter 13. Can focus on form have an effect on language development?. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 257 ff.

Benati, Alessandro

2021. Focus on Form,

Benati, Alessandro

2022. The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: An eye-tracking study measuring accuracy in responses and processing patterns. Language Teaching Research 26:6 ► pp. 1231 ff.

Benati, Alessandro

2023. The Nature, Role, and Effects of Structured Input Activities. Languages 8:2 ► pp. 135 ff.

This list is based on CrossRef data as of 4 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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