Grammar Acquisition and Processing Instruction : : Secondary and Cumulative Effects / / Alessandro Benati, James F. Lee.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• VerfasserIn: Benati, Alessandro,; Lee, James F.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2008]; ©2008
• Year of Publication: 2008
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource (272 p.)
• Other title: Frontmatter --; Contents --; Acknowledgements --; Introduction --; Chapter 1. A Theory of Input Processing: How Learners Work with Input --; Chapter 2. Processing Instruction: Research and Practice in Assessing Primary Effects --; Chapter 3. From Processing Instruction on the Acquisition of Italian Noun–Adjective Agreement to Secondary Transfer-of-Training Effects on Italian Future Tense Verb Morphology --; Chapter 4. From Processing Instruction on the Acquisition of English Past Tense to Secondary Transfer-of-Training Effects on English Third Person Singular Present Tense --; Chapter 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 --; Chapter 6. Final Comments --; Appendices --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847691057; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847691057
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Alessandro Benati, James F. Lee.

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.