References

References

Altmann, G. T. M., & Kamide, Y.
(1999) Incremental interpretation at verbs: Restricting the domain of subsequent reference. Cognition, 73, 247–264. CrossrefGoogle Scholar
Benati, A.
(2005) The effects of PI, TI and MOI in the acquisition of English simple past tense. Language Teaching Research, 9, 67–113. CrossrefGoogle Scholar
(2020) 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, 24, 1–21. CrossrefGoogle Scholar
Benati, A., & Lee, J.
(Eds.) (2015) Processing instruction: New insights after twenty years of theory, research and application. Special issue of International Review of Applied Linguistics (IRAL), 53(2).Google Scholar
Benati, A., & Batziou, M.
(2017) The effects of structured-input and structured-output tasks on the acquisition of English causative. International Review of Applied Linguistics (IRAL), 57, 265–288. CrossrefGoogle Scholar
Benati, A., & Schwieter, J.
(2017) Input processing and processing instruction pedagogical and cognitive considerations for L3 acquisition. In T. Angelovska & A. Hahn (Eds.), L3 Syntactic transfer: Models, new developments and implications (pp. 195–223). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Benati, A., & Batziou, M.
(2019) Discourse and long-term effects of structured-input and structured-output tasks in combination and isolation on the acquisition of passive English causative forms. Language Awareness, 28(2), 1–18. CrossrefGoogle Scholar
Farley, A. P.
(2001a) The effects of processing instruction and meaning-based output instruction. Spanish Applied Linguistics, 5, 57–94Google Scholar
(2001b) Authentic processing instruction and the Spanish subjunctive. Hispania, 84, 289–299. CrossrefGoogle Scholar
Farley, A.
(2004a) Processing instruction and the Spanish subjunctive: Is explicit information needed? In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 227–239). Lawrence Erlbaum Associates.Google Scholar
Lee, J.
(2015) The milestones in twenty years of processing instruction research. International Review of Applied Linguistics in Language Teaching (IRAL), 53, 111–126. CrossrefGoogle Scholar
Lee, J., & Benati, A.
(2007) Second language processing: An analysis of theory, problems and possible solutions. Continuum.Google Scholar
(2009) Research and perspectives on processing instruction. Mouton de Gruyter. CrossrefGoogle Scholar
Lee, J., & VanPatten, B.
(1995) Making communicative teaching happen. McGraw Hill.Google Scholar
Morgan-Short, K., & Bowden, H. W.
(2006) Processing instruction and meaningful output-based instruction: Effects on second language development. Studies in Second Language Acquisition, 28, 31–65. CrossrefGoogle Scholar
Stromswold, K., Eisenband, J., Norland, E., & Ratzan, J.
(2002) Tracking the acquisition and processing of English passives: Using acoustic cues to disambiguate actives and passives. Paper presented at the CUNY Conference on Sentence Processing, New York, NY.
Trueswell, J. C., & Tanenhaus, M.
(2005) Approaches to studying world-situated language use: Bridging the language-as-product and the language-as-action traditions. The MIT Press.Google Scholar
VanPatten, B.
(1996) Input processing and grammar instruction: Theory and research. Ablex.Google Scholar
Van Patten, B.
(2015a) Input processing in adult SLA. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 113–135). Routledge.Google Scholar
VanPatten, B.
(2015b) Foundations of processing instruction. International Review of Applied Linguistics in Language Teaching 53, 91–109. CrossrefGoogle Scholar
VanPatten, B., & Cadierno, T.
(1993) Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225–243. CrossrefGoogle Scholar
VanPatten, B., & Oikennon, S.
(1996) Explanation vs. structured input in processing instruction. Studies in Second Language Acquisition, 18, 495–510. CrossrefGoogle Scholar
VanPatten, B., & Wong, W.
(2004) Processing instruction and the French causative: Another replication. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 97–118). Lawrence Erlbaum Processing. CrossrefGoogle Scholar
VanPatten, B., Farmer, J. & Clardy, C.
(2009) Processing instruction and meaning- based output instruction: A response to Keating and Farley (2008). Hispania, 92, 116–126.Google Scholar
Wong, W.
(2004) Processing instruction in French: The roles of explicit information and structured input. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 187–205) Lawrence Erlbaum Processing.Google Scholar
Wong, W., & Ito, K.
(2018) The effects of processing instruction and traditional instruction on L2 online processing of the causative construction in French: An eye-tracking study. Studies in Second Language Acquisition, 40, 241–268. CrossrefGoogle Scholar