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The Order of Explicit Information in Processing Instruction
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McNulty Diaz, Erin – Applied Language Learning, 2017
The two main components of Processing Instruction (PI) are Explicit Information (EI) and Structured Input (SI). Most researchers have concluded that the SI is more responsible for learner gains than the EI (Benati, 2004a, 2004b; VanPatten & Oikennon, 1996; Wong, 2004). However, some researchers have found that EI does significantly impact…
Descriptors: Second Language Learning, Second Language Instruction, Language Processing, Teaching Methods
The Roles of Textual Enhancement and Type of Linguistic Item in Adult L2 Learners' Comprehension and Intake
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Leow, Ronald P.; Egi, Takako; Nuevo, Ana Maria; Tsai, Ya-Chin – Applied Language Learning, 2003
Leow (2001a) employed concurrent data elicitation procedures (think aloud protocols) to investigate the benefits of textual enhancement, premised on the roles of attention and awareness (noticing), in second/foreign language (L2) learning. The present study follows this methodological approach to further investigate these benefits in addition to…
Descriptors: Comprehension, Second Language Learning, Spanish, Linguistic Input
Textual Enhancement and Simplified Input: Effects on L2 Comprehension and Acquisition of Non-Meaningful Grammatical Form
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Wong, Wynne – Applied Language Learning, 2003
The study set out to investigate how textual enhancement (TE) as a form of input enhancement and increasing the comprehensibility of input via simplified input (SI) might impact adult L2 French learners' acquisition of the past participle agreement in relative clauses and their comprehension of three texts in which the target forms were embedded.…
Descriptors: Adult Students, French, Second Language Learning, Comprehension