Research on Processing Instruction has so far investigated the primary effects of Processing Instruction. In this book the results of a series of experimental studies investigating possible secondary and cumulative effects of Processing Instruction on the acquisition of French, Italian and English as a second language will be presented. The results of the three experiments have demonstrated that Processing Instruction not only provides learners the direct or primary benefit of learning to process and produce the morphological form on which they received instruction, but also a secondary benefit in that they transferred that training to processing and producing another morphological form on which they had received no instruction.
Table of Content
Contents
Acknowledgements
Introduction
1 A Theory of Input Processing: How Learners Work with Input
2 Processing Instruction: Research and Practice in Assessing Primary Effects
3 From Processing Instruction on the Acquisition of Italian Noun-Adjective Agreement to Secondary Transfer-of-Training Effects on Italian Future Tense Verb Morphology
4 From Processing Instruction on the Acquisition of English Past Tense to Secondary Transfer-of-Training Effects on English Third Person Singular Present Tense (with Scott Dean Houghton)
5 From Processing Instruction on the Acquisition of French Imparfait to Secondary Transfer-of-Training Effects on French Subjunctive and to Cumulative Transfer-of-Training Effects with French Causative Constructions (with Cecile Laval)
Chapter 6: Final Comments
Appendix (Sample Materials)
References
Index
About the author
James F. Lee is Head of Department of Spanish and Latin American Studies at the University of New South Wales, Sydney, Australia. He is the author of Task and Communicating in Language Classrooms.
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