LEADER 09591nam 2200529 450 001 9910794529603321 005 20231110220000.0 035 $a(CKB)4100000011993227 035 $a(MiAaPQ)EBC6697163 035 $a(Au-PeEL)EBL6697163 035 $a(EXLCZ)994100000011993227 100 $a20220427d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInput processing and processing instruction $ethe acquisition of Italian and modern standard Arabic /$fAlessandro Benati, University of Hong Kong 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d[2021] 210 4$dİ2021 215 $a1 online resource (203 pages) 225 1 $aBilingual Processing and Acquisition ;$vv.11 311 $a90-272-5905-4 320 $aIncludes bibliographical references and index. 327 $aIntro -- Input Processing and Processing Instruction -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Acknowledgements -- Prologue -- Part I. Input processing and processing instruction -- Chapter 1. Input processing theory: (with Khawlah Ahmed) -- 1.1 Introduction -- 1.2 The input processing theory -- 1.3 The Primacy of Meaning Principle and its sub-principles -- Content words -- Lexical preference -- Redundancy and meaningfulness -- Resources -- Location -- 1.4 The First Noun Principle and its subprinciples -- Lexical semantics -- Event probabilities -- 1.5 Conclusion -- References -- Chapter 2. Processing instruction research in Italian and modern standard Arabic -- 2.1 Introduction -- 2.2 Processing instruction -- 2.3 The effects of structured input practice on circumventing processing strategies -- The lexical preference principle -- The preference for non-redundancy principle -- The Sentence Location Principle -- The first noun principle -- 2.4 Measuring the effects of processing instruction on the acquisition of Italian -- Empirical studies on verbal and nominal morphology (Primacy of Meaning Principles and its subprinciples) -- Empirical studies on the first noun principle and its subprinciples -- 2.5 Measuring the effects of processing instruction on the acquisition of modern standard Arabic -- Empirical studies on the primacy of meaning principle and its sub-principles -- 2.6 Conclusion -- References -- Part II. The effects of structured input on the acquisition of Italian -- Chapter 3. Structured input vs. textual enhancement on the acquisition of Italian subjunctive of doubt: Sentence and discourse-level tasks (with Gaia Chiuchiu) -- 3.1 Introduction -- 3.2 Background -- The processing problem of non-meaningfulness, redundancy and location. 327 $aEmpirical research measuring structured input practice (enhanced and unenhanced) -- Empirical research measuring discourse-level effects -- The role of structured input -- 3.3 Motivation and research questions for the present study -- 3.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Textual enhancement -- Control -- Assessment tasks -- 3.5 Results -- Results from the sentence-level interpretation task -- Results from the sentence-level production task -- Results from the discourse-level interpretation task -- Summary of results -- 3.6 Discussion and conclusion -- References -- Chapter 4. Structured input vs. traditional instruction on the acquisition of Italian gender agreement: Interpretation discourse-level tasks -- 4.1 Introduction -- 4.2 Background -- Measuring the effects of processing instruction on Italian gender agreement -- Measuring the effects of processing instruction through different tasks -- Research measuring short and long-term effects for processing instruction -- 4.3 Motivation and research questions for the present study -- 4.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- 4.5 Results -- Guided recall of the dialogue-based discourse-level -- Guided recall of the story-based discourse-level interpretation data -- 4.6 Discussion and conclusion -- References -- Chapter 5. Structured input vs. meaning output-based instruction on the acquisition of Italian passive constructions: An eye-tracking study -- 5.1 Introduction -- 5.2 Background -- Empirical research measuring the effects structured input versus meaning output-based instruction -- Empirical research measuring the effects structured input using online measurements -- 5.3 Motivation and research questions of the present study -- 5.4 Design -- Participants -- Target feature. 327 $aEye-tracking and language processing -- Procedure -- Instructional training -- The structured input training -- The meaning output-based instruction training -- Assessment tasks -- 5.5 Results -- Accuracy -- Eye-movement patterns -- Summary of findings -- 5.6 Discussion and conclusion -- Discussion of the findings -- Implications for theory and pedagogy -- Limitations and further research -- References -- Part III. The effects of structured input on the acquisition of modern standard Arabic -- Chapter 6. Processing modern standard Arabic transitive sentences: Investigating L1 transfer and First-Noun Principle effects (with Carl O Donoghue) -- 6.1 Introduction -- 6.2 Background -- The first noun principle -- L1 transfer -- Studies on NVN structures -- Other studies -- 6.3 Motivation and research questions for the present study -- 6.4 Design -- Participants -- Target feature -- Procedure -- Instructional materials -- Assessment task -- Data analysis procedures and scoring -- 6.5 Results -- Descriptive statistics -- Summary of results -- 6.6 Discussion and conclusion -- References -- Appendix A. Target sentences - NVN/SVO word order -- Appendix B. Target Sentences - VNN/VSO word order -- Appendix C. Distractor sentences -- Appendix D. Response sheet -- Chapter 7. Enhanced structured input vs. unenhanced structured input on the acquisition of modern standard Arabic gender agreement: Sentence and discourse-level tasks (with Ayah Farhat) -- 7.1 Introduction -- 7.2 Background -- The effects of textual or aural enhanced structured input -- Will enhanced and unenhanced structured input help learners process non-meaningful and redundant forms? -- Can enhanced structured input help push learners to process a meaningful form over a lexical item?. 327 $aWill enhanced and unenhanced structured input help direct learners' attention to meaningful morphology in sentence final position? -- 7.3 Motivation and research questions in the present study -- 7.4 Design -- Participants -- The target feature -- Procedure -- Pedagogical materials -- Assessment tasks -- 7.5 Results -- Interpretation data sentence-level -- Interpretation data discourse-level -- Production data sentence-level -- 7.6 Discussions and conclusion -- Acknowledgements -- References -- Part IV. Conclusive remarks -- Chapter 8. Implications, limitations and further research -- 8.1 What is the role of input processing in second language acquisition? -- 8.2 What are the most effective components in processing instruction? -- 8.3 What are the results of offline research? -- a. Offline effects of processing instruction compared to other pedagogical interventions -- b. Offline effects of processing instruction at discourse level -- c. Offline durative effects of processing instruction -- d. Offline secondary effects of processing instruction -- e. Offline effects of structured input activities -- 8.4 What are the results of online research? -- Self-paced reading studies -- Eye-tracking studies -- 8.5 What is the role of explicit grammar instruction? -- 8.6 What are the limitations of research on processing instruction and avenues for further research? -- 8.7 Conclusion -- References -- Epilogue -- References -- Author index -- Subject index. 330 $a"Input Processing is a theoretical framework on which the pedagogical paradigm called Processing Instruction is predicated. In this book, new data on the acquisition of Italian and Modern Standard Arabic are presented and analyzed within this framework. Each study in the book explores how input processing strategies affect the acquisition of a particular linguistic feature and/or structure in the two languages. Collectively, the studies-which using both offline (e.g., sentence and discourse-level tasks) and online tests (e.g., eye-tracking) to measure the effects of this instructional training-provide readers with an overview of the ongoing research within this framework and bring to light important implications of structured input and processing instruction in second language acquisition"--$cProvided by publisher. 410 0$aBilingual Processing and Acquisition 606 $aLanguage and languages$xStudy and teaching$xForeign speakers 606 $aArabic language$xStudy and teaching$xForeign speakers 606 $aItalian language$xStudy and teaching$xForeign speakers 606 $aSecond language acquisition 615 0$aLanguage and languages$xStudy and teaching$xForeign speakers. 615 0$aArabic language$xStudy and teaching$xForeign speakers. 615 0$aItalian language$xStudy and teaching$xForeign speakers. 615 0$aSecond language acquisition. 676 $a418.0071 700 $aBenati$b Alessandro G.$0859095 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910794529603321 996 $aInput processing and processing instruction$93704225 997 $aUNINA