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Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong
| Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 418.0071 |
| Collana | Bilingual Processing and Acquisition |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Arabic language - Study and teaching - Foreign speakers Italian language - Study and teaching - Foreign speakers Second language acquisition |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
Empirical 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. Eye-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?. Will 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. |
| Record Nr. | UNINA-9910794529603321 |
Benati Alessandro G.
|
||
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong
| Input processing and processing instruction : the acquisition of Italian and modern standard Arabic / / Alessandro Benati, University of Hong Kong |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] |
| Descrizione fisica | 1 online resource (203 pages) |
| Disciplina | 418.0071 |
| Collana | Bilingual Processing and Acquisition |
| Soggetto topico |
Language and languages - Study and teaching - Foreign speakers
Arabic language - Study and teaching - Foreign speakers Italian language - Study and teaching - Foreign speakers Second language acquisition |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
Empirical 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. Eye-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?. Will 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. |
| Record Nr. | UNINA-9910815957103321 |
|
Benati Alessandro G.
|
||
| Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Processing instruction and discourse / / Alessandro G. Benati and James F. Lee
| Processing instruction and discourse / / Alessandro G. Benati and James F. Lee |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | London ; ; New York : , : Continuum, , 2010 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 418.0071 |
| Soggetto topico |
Languages, Modern - Grammar - Study and teaching
Second language acquisition |
| ISBN |
1-4742-1231-X
1-282-59064-2 9786612590641 1-4411-3685-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; Part 1: Processing instruction: theory, practice, and research. VanPatten's theory of input processing -- Practical model: processing instruction -- Processing instruction: experimental research -- ; Part 2: Processing instruction and discourse -- Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando / Erin M. McNulty -- Exploring the effects of processing instruction on discourse-level interpretation tasks with the Japanese passive construction / Noriko Hikima -- Exploring the effects of processing instruction on discourse-level interpretation tasks with English past tense -- Exploring the effects of discourse-level structured input activities with French causative / Wynne Wong. |
| Record Nr. | UNINA-9910456764203321 |
|
Benati Alessandro G.
|
||
| London ; ; New York : , : Continuum, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Processing instruction and discourse / / Alessandro G. Benati and James F. Lee
| Processing instruction and discourse / / Alessandro G. Benati and James F. Lee |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | London ; ; New York : , : Continuum, , 2010 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 418.0071 |
| Soggetto topico |
Languages, Modern - Grammar - Study and teaching
Second language acquisition |
| ISBN |
1-4742-1231-X
1-282-59064-2 9786612590641 1-4411-3685-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; Part 1: Processing instruction: theory, practice, and research. VanPatten's theory of input processing -- Practical model: processing instruction -- Processing instruction: experimental research -- ; Part 2: Processing instruction and discourse -- Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando / Erin M. McNulty -- Exploring the effects of processing instruction on discourse-level interpretation tasks with the Japanese passive construction / Noriko Hikima -- Exploring the effects of processing instruction on discourse-level interpretation tasks with English past tense -- Exploring the effects of discourse-level structured input activities with French causative / Wynne Wong. |
| Record Nr. | UNINA-9910780948003321 |
|
Benati Alessandro G.
|
||
| London ; ; New York : , : Continuum, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Processing instruction and discourse / / Alessandro G. Benati and James F. Lee
| Processing instruction and discourse / / Alessandro G. Benati and James F. Lee |
| Autore | Benati Alessandro G. |
| Pubbl/distr/stampa | London ; ; New York : , : Continuum, , 2010 |
| Descrizione fisica | 1 online resource (248 p.) |
| Disciplina | 418.0071 |
| Soggetto topico |
Languages, Modern - Grammar - Study and teaching
Second language acquisition |
| ISBN |
1-4742-1231-X
1-282-59064-2 9786612590641 1-4411-3685-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ; Part 1: Processing instruction: theory, practice, and research. VanPatten's theory of input processing -- Practical model: processing instruction -- Processing instruction: experimental research -- ; Part 2: Processing instruction and discourse -- Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando / Erin M. McNulty -- Exploring the effects of processing instruction on discourse-level interpretation tasks with the Japanese passive construction / Noriko Hikima -- Exploring the effects of processing instruction on discourse-level interpretation tasks with English past tense -- Exploring the effects of discourse-level structured input activities with French causative / Wynne Wong. |
| Record Nr. | UNINA-9910821579303321 |
|
Benati Alessandro G.
|
||
| London ; ; New York : , : Continuum, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||