Comparing modes of delivering Processing Instruction and meaning-based output instruction on Italian and French subjunctive
Delivering Processing Instruction in Classrooms and in Virtual Contexts - Research and Practice - Alessandro Benati
James F. Lee [+ ]
University of New South Wales
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James F. Lee is Deputy Head of the School of Humanities and Languages at the University of New South Wales, Sydney, Australia. His research focuses on second language reading comprehension and input processing. He is the author of Tasks and Communicating in Language Classrooms and is the co-author of Making Communicative Language Teaching Happen, both with McGraw-Hill.
Alessandro G. Benati [+ ]
University of Portsmouth
Professor Alessandro Benati is Professor of Second Language Acquisition and Head of School of Languages and Area Studies at the University of Portsmouth. He is internationally known for his research in second language learning and teaching, with special emphases on processing instruction. He is a pioneering researcher in the area of second language acquisition (SLA) and has built a reputation on two fronts. On one front, he is a premier Italian language scholar producing the most empirical work on the teaching and acquisition of Italian in the world. On the other front, he is a scholar in the more general field of instructed SLA, with an emphasis on the effects of formal instruction on the acquisition of grammatical properties by second language learners. He has a strong publications record with 12 established monographs, chapters and articles in international journals (Language Awareness, IRAL, and Language Teaching Research).
Description
This chapter presents the possible effects of PI and MOI and contrasts different forms of delivering the two instructional treatments on the acquisition of Italian and French subjunctive, in particular, the subjunctive involving expressions of doubt, uncertainty, or disbelief. PI consists of explicit information about the target feature followed by practice through structured input activities, and MOI contains the same explicit information as in the case of the PI treatment followed by an output type of practice through structured output activities.