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Individual Differences and Processing Instruction

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This collection of essays builds on the authors’ previous work and aims to open an additional branch of research in processing instruction, and to stimulate further research. This is the first collection of studies that empirically addresses the role that individual differences, such as age, gender, and native language background, might play in the results generated by processing instruction.

Published: Nov 1, 2013

Section Chapter Authors
Acknowledgements James F. Lee, Alessandro G. Benati
Preface James F. Lee, Alessandro G. Benati
Part 1: Theoretical Issues
1. Individual Differences in Instructed Second Language Learning: Working Memory, Aptitude and Age Differences Alessandro G. Benati
2. Foci and General Findings of Research on Processing Instruction: Moving beyond Limitations James F. Lee
Part 2: Empirical Studies
3. The Effects of Language Background on the Results of Processing Instruction on the Spanish Subjunctive/ Indicative Contrast after the Adverb cuando James F. Lee, Erin M. McNulty
4. Age and the Effects of Processing Instruction on the Acquisition of English Passive Constructions among School Children and Adult Native Speakers of Turkish Alessandro G. Benati
5. The Age Factor on the Primary, Secondary and Cumulative Transfer-of-Training Effects of Processing Instruction on the Acquisition of French as a Second Language Cecile Laval
6. Processing Instruction and the Age Factor: Can Adults and School-age Native Speakers of German Process English Simple Past Tense Correctly? Tanja Angelovska, Alessandro Benati
7. Exploring Possible Effects of Gender and Enhanced vs. Unenhanced Processing Instruction on the Acquisition of Case Marking in L2 German Zoe Agiasophiti
8. The Effects of Processing Instruction and Traditional Instruction on Two Different School-age Learners: The Case of English Present Simple Tense Third Person Singular Marina Mavrantoni, Alessandro G. Benati
9. Individual Differences and Processing Instruction James F. Lee
Index James F. Lee, Alessandro G. Benati

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"Individual Differences and Processing Instruction makes a significant contribution to L2 research on processing instruction by carefully examining the role of individual differences on results generated by this pedagogical intervention. A clear strength of the volume is its breadth in relation to the range of individual variables that are investigated, the linguistic forms and structures that are included and the number of first and second languages that are examined. A must-read for researchers and students interested in instructed second language acquisition in general and processing instruction in particular.'
Teresa Cadierno, University of Southern Denmark

This particular volume is highly original in bringing together empirical studies that examine how the outcome of processing instruction is influenced by individual differences.
Year's Work in English Studies