Input Processing and Grammar Instruction in Second Language Acquisition (Paperback)

Bill Van Patten

ISBN 10: 1567502385 / ISBN 13: 9781567502381

Published by Bloomsbury Publishing Plc, Westport, 1996

About this Item

Paperback. This book provides an alternative to the grammar debate in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. He answers these questions and explains why traditional paradigms are not psycholinguistically motivated. Drawing on research from both first and second language acquisition, he outlines a model for input processing in second language acquisition that helps to account for how learners construct grammatical systems. He then uses this model to motivate processing instruction, a type of grammar instruction in which learners are engaged in making form-meaning connections during particular input activities. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9781567502381

Bibliographic Details

• Title: Input Processing and Grammar Instruction in Second Language Acquisition (Paperback)
• Publisher: Bloomsbury Publishing Plc, Westport
• Publication Date: 1996
• Language: English
• ISBN 10: 1567502385
• ISBN 13: 9781567502381
• Binding: Paperback
• Condition: new

About this title

Synopsis

This book provides an alternative to the grammar debate in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. He answers these questions and explains why traditional paradigms are not psycholinguistically motivated. Drawing on research from both first and second language acquisition, he outlines a model for input processing in second language acquisition that helps to account for how learners construct grammatical systems. He then uses this model to motivate processing instruction, a type of grammar instruction in which learners are engaged in making form-meaning connections during particular input activities.

About the Author

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