Edited by Michael J. Leeser, Gregory D. Keating and Wynne Wong
[Studies in Bilingualism 62] 2021
► pp. 295–324
Research on processing instruction (PI) has shown that PI is an effective instructional intervention for learners of various languages and contexts. This chapter addresses a basic question: Why does PI work? In the first section, I provide an overview of the language faculty and discuss how PI differs from other research in terms of the nature of language. The second section explores how VanPatten’s model of input processing (VanPatten, 1996, 2004, 2020) can be understood within larger frameworks that integrate language processing and acquisition. The third section discusses the characteristics of PI and the findings of PI research within the wider context of growth within the language faculty. Finally, I conclude with thoughts on future directions of PI research.