Part of
Research on Second Language Processing and Processing Instruction: Studies in honor of Bill VanPatten
Edited by Michael J. Leeser, Gregory D. Keating and Wynne Wong
[Studies in Bilingualism 62] 2021
► pp. 235260
References
Andersen, R. W.
(1984) The one-to-one principle of interlanguage construction. Language Learning, 34, 77–95. DOI logoGoogle Scholar
Baer, R. A.
(1987) Effects of caffeine on classroom behavior, sustained attention, and memory task in pre-school children. Journal of Applied Behavior Analysis, 20, 225–234. DOI logoGoogle Scholar
Benati, A.
(2004) The effects of structured input activities and explicit information on the acquisition of the Italian future tense. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 207–225). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cooper, J. O., Heron, T. E., & Heward, W. L.
(2007) Applied behavior analysis. (2nd ed.). Upper Saddle River, NJ: Pearson.Google Scholar
Culman, H., Henry, N., & VanPatten, B.
(2009) The role of explicit information in processing instruction: An on-line study with German accusative case inflection. Die Unterrichtspraxis, 42, 20–32. DOI logoGoogle Scholar
Farley, A. P.
(2004) Processing instruction and the Spanish subjunctive: Is explicit information needed? In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 227–239). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Fernández, C.
(2008) Reexamining the role of explicit information in processing instruction. Studies in Second Language Acquisition, 30, 277–305. DOI logoGoogle Scholar
Gilmore, H.
(2019, February 4). Basics of applied behavior analysis: Part 1: Measurement [Blogpost]. Retrieved from [URL]
Glimois, L.
(2019) The effects of input flood, structured input, explicit information, and language background on beginner learners’ acquisition of a target structure in Mandarin Chinese (Unpublished doctoral dissertation). The Ohio State University, Columbus, Ohio.Google Scholar
Henry, N., Culman, H., & VanPatten, B.
(2009) More on the effects of explicit information in instructed SLA: A partial replication and a response to Fernández (2008). Studies in Second Language Acquisition, 31, 559–575. DOI logoGoogle Scholar
Henry, N., Jackson, C. N., & DiMidio, J.
(2017) The role of explicit instruction and prosodic cues in processing instruction. The Modern Language Journal, 101, 294–314. DOI logoGoogle Scholar
Ionin, T., & Zyzik, E.
(2014) Judgment and interpretation tasks in second language research. Annual Review of Applied Linguistics, 34, 37–64. DOI logoGoogle Scholar
Ito, K., & Wong, W.
(2019) Processing instruction and the effects of input modality and voice familiarity on the acquisition of the French causative construction. Studies in Second Language Acquisition, 41, 443–468. DOI logoGoogle Scholar
Jegerski, J., & VanPatten, B.
(2014) Research methods in second language psycholinguistics. New York, NY: Routledge.Google Scholar
Repp, A. C., Karsh, K. G., Johnson, J. W., & VanLaarhoven, T.
(1994) A comparison of multiple versus single examples of the correct stimulus on task acquisition and generalization by persons with developmental disabilities. Journal of Behavioral Education, 6, 213–230. DOI logoGoogle Scholar
Lee, J. F.
(2013a) The relationship between learning rate and learning outcome for processing instruction on the Spanish passive voice. In A. Benati, C. Laval, & M. Arche, (Eds.), The grammar dimension in instructed second language learning (pp. 147–163). London, UK: Bloomsbury.Google Scholar
(2013b) Processing instruction: Where research meets practice. In A. Benati, C. Laval, & M. Arche (Eds.), The grammar dimension in instructed second language learning (pp. 58–81). London, UK: Bloomsbury.Google Scholar
(2013c) Individual differences and processing instruction. In J. F. Lee & A. G. Benati (Eds.), Individual differences and processing instruction (pp. 211–228). Sheffield, UK: Equinox.Google Scholar
Lee, J. F., & VanPatten, B.
(2003) Making communicative language teaching happen (2nd ed.). Boston, MA: McGraw-Hill.Google Scholar
Marsden, E., & Chen, H. Y.
(2011) The roles of structured input activities in processing instruction and the kinds of knowledge they promote. Language Learning, 61, 1058–1098. DOI logoGoogle Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528. DOI logoGoogle Scholar
Plonsky, L.
(2013) Study quality in SLA: An assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition, 35, 655–687. DOI logoGoogle Scholar
Phillips, C., & Ehrenhofer, L.
(2015) The role of language processing in language acquisition. Linguistic Approaches to Bilingualism, 5, 409–453. DOI logoGoogle Scholar
Spapé, M., Verdonshchot, R., van Dantzig, S., & van Steenbergen, H.
(2014) The E-Primer: An introduction to creating psychological experiments in E-Prime. Amsterdam, Netherlands: Leiden University Press.Google Scholar
Skidmore, S. T., & Thompson, B.
(2010) Statistical techniques used in published articles: A historical review of reviews. Educational and Psychological Measurement, 70, 777–795. DOI logoGoogle Scholar
VanPatten, B.
(1996) Input processing and grammar instruction in second language acquisition. Westport, CT: Ablex.Google Scholar
(2015) Input processing in adult SLA. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed.) (pp. 113–134). New York, NY: Routledge.Google Scholar
(2017) Processing instruction. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 166–180). New York, NY: Routledge. DOI logoGoogle Scholar
VanPatten, B., & Borst, S.
(2012a) The roles of explicit information and grammatical sensitivity in processing instruction: Nominative-accusative case marking and word order in German L2. Foreign Language Annals, 45, 92–109. DOI logoGoogle Scholar
(2012b) The roles of explicit information and grammatical sensitivity in the processing of clitic direct object pronouns and word order in Spanish L2. Hispania, 95, 270–284. Retrieved from [URL]
VanPatten, B., & Cadierno, T.
(1993) Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225–243. DOI logoGoogle Scholar
VanPatten, B., Collopy, E., & Qualin, A.
(2012) Explicit information and processing instruction with nominative and accusative case in Russian as a second language: Just how important is explanation? The Slavic and East European Journal, 56, 256–276. Retrieved from [URL]
VanPatten, B., Collopy, E., Price, J. E., Borst, S., & Qualin, A.
(2013) Explicit information, grammatical sensitivity, and the first-noun principle: A cross-linguistic study in processing instruction. The Modern Language Journal, 97, 506–527. DOI logoGoogle Scholar
VanPatten, B., & Oikkenon, S.
(1996) Explanation versus instructed input in processing instruction. Studies in Second Language Acquisition, 18, 495–510. DOI logoGoogle Scholar
Villegas, B., & Morgan-Short, K.
(2019) The effect of training condition and working memory on second language development of a complex form: The Spanish subjunctive. In H. Wilson, N. King, E. J. Park, & K. Childress (Eds.), Selected Proceedings of the 2017 Second Language Research Forum (pp. 185–199). Somerville, MA: Cascadilla Press.Google Scholar
Wong, W.
(2004) Processing instruction and French: The roles of explicit information and structured input. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 187–205). Mahwah, NJ: Lawrence Erlbaum Associates.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. DOI logoGoogle Scholar
Cited by

Cited by 2 other publications

Henry, Nick
2023. Reevaluating trials to criterion as a measure in second language research. Studies in Second Language Acquisition 45:5  pp. 1481 ff. DOI logo
Skinner, Christopher H., Kristen Fowler, Gary L. Cates, Brain Poncy, Gary J. Duhon, Benjamin G. Solomon & Phillip J. Belfiore
2023. Improving learning science: Evaluating and comparing academic interventions using measures of learning speed. Psychology in the Schools 60:9  pp. 3329 ff. DOI logo

This list is based on CrossRef data as of 15 april 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.