Responds to concerns put forth about an investigation conducted by the author that raised concerns about the validity and generalizability of the author's study on the efficacy of processing instruction--an input-oriented psycholinguistic approach to grammar instruction. (Author/VWL)

Collentine's (1998) treatment materials are discussed in light of Van Patten's (1996) definition of processing instruction (PI) and the four processing problems outlined in Van Patten (1997). Collentine's understanding of communicative value is contrasted with VanPatten's (1995) original definition of the term and Collentine's comments concerning…

Examines the role of form-focused instruction (FFI) in developing implicit knowledge by reviewing 11 studies that have examined the effect of FFI on learners' free production. Suggests that FFI can contribute to the acquisition of implicit knowledge and points to two variables that appear to influence its success--the choice the th target…

Presents a psycholinguistically motivated type of grammar instruction called processing instruction to show how learners can be pushed to make form-meaning connections as they attempt to process three grammatical structures in French: obligatory use of "de/d'' with a negative after "avoir"; French subjunctive; and French causative. (Author/VWL)

Twenty-nine subjects enrolled in a fourth-semester Spanish course were assigned to one of two treatments, processing instruction and meaning-based output instruction. Results show that processing instruction has an overall greater effect than meaning-based output instruction on how learners interpret and produce the Spanish subjunctive of doubt.…

In a sequel to a review of the translation theory of Peter Newmark, it is argued that there is a single best method of translating regardless of whether the translator takes a semantic, communicative, or other approach. Methods of translating and approaches to extracting the sense of the text are clearly distinguished. Newmark is criticized for…

The relation between reading and writing is important because tacit and possibly unwarranted assumptions underlie the theories and pedagogies which govern these processes. These assumptions are challenged by the claims that: (1) reading and writing are related in neurolinguistically specifiable ways; (2) they do not seem to be simple inverses of…

This article focuses on the language foundation for education. A brief overview of various linguistic theories as they relate to education are offered. The contrast between the functional, natural, self-generated, and contextually relevant characteristics of talk and writing are explored. (DF)

Explores ways teachers can teach attentive listening and makes suggestions for developing listening skills used in natural ways in the classroom. (FL)

Suggests a conceptual basis for asserting a relationship between sentence combining and reading improvement. (RL)

Traditional form-focused instruction is compared with processing instruction, which involves explanation and practice/experience processing input data and takes learner strategies into account. Analysis of sentence-level interpretation (comprehension) and production tasks suggest significant gains for subjects receiving processing instruction. (39…

The 10th International Conference on Educational Data Mining (EDM 2017) is held under the auspices of the International Educational Data Mining Society at the Optics Velley Kingdom Plaza Hotel, Wuhan, Hubei Province, in China. This years conference features two invited talks by: Dr. Jie Tang, Associate Professor with the Department of Computer…

This study defines the notion of communication methodology, situates the context in which it operates, and concentrates on the problem of the acquisition of knowledge in general, and of language acquisition, in particular. From the notion of methodology, the study moves to the method of global communication, that is, a method comprising four…

Discusses the schema theory which holds that any text does not carry meaning by itself; rather, a text only provides directions for readers as to how they should retrieve or construct meaning from their own previously acquired knowledge. Suggests applications of the theory to English as a second language reading pedagogy. (SED)