6,478 research outputs found
Interview With Dr. Bill VanPatten
No full textBill VanPatten is a Professor of Spanish & Second Language Studies at Michigan State University. His research interests include parsing and processing, input processing, the interface between morphology and syntax, and instructed SLA. He is the author or co-author of 8 eight books and almost 100 articles. He has also authored Spanish and French language textbooks. This interview was conducted on March 19, 2012. For more information about Dr. VanPatten, please visit his website: https://sites.google.com/site/bvpsla/
Research on second language processing and processing instruction: studies in honor of Bill VanPatten Studies in bilingualism ;, v. 62./ edited by Michael J. Leeser, Gregory D. Keating, Wynne Wong.
No full textIncludes bibliographical references and index."This volume consists of a well-integrated collection of original research articles and theoretical/overview papers on second language (L2) input processing. The primary contributors are former doctoral students of Bill VanPatten from the past three decades, and the collection of articles is intended as a tribute to his career and contribution of bringing processing issues to the center stage of research in second language acquisition (SLA) and instructed SLA. The research and theorizing presented in this volume are the most recent in the field and represent innovations in approaches to L2 processing research, including the use of online methodologies (self-paced reading and eye tracking) in the experimental papers. In addition, the editors are recognized authors and researchers who have published on sentence processing, input processing, and processing instruction, and all three editors are either on editorial boards or are associate editors of major L2 journals"--Preface and acknowledgements -- Introduction -- Input processing in second language acquisition : The pioneering work of Bill VanPatten / Michael J. Leeser, Gregory D. Keating and Wynne WongPart -- Research on sentence processing -- The processing of case in intermediate L2 Spanish / Jill Jegerski -- The processing of subject shifts in L2 Spanish : an examination of L2 learners' use of inflectional morphology and reliance on overt subject pronouns / Suzanne Johnston -- When more is better : higher L1/L2 similarity, L2 proficiency, and working memory facilitate L2 morphosyntactic processing / Nuria Sagarra -- Research and perspectives on VanPatten's model of input processing -- VanPatten (1990)'s long and winding story and the nature of replication studies / Cristina Sanz and Timothy J. McCormick -- Research on second language processing and processing instruction -- Contextual effects in processing OVS constructions in Spanish : a partial replication of VanPatten and Houston (1998) and Malovrh (2006) / Casilde A. Isabelli -- Multilevel input processing : emerging developments and future challenges / Joe Barcroft -- Research and perspectives on processing instruction -- Trials-to-criterion as a methodological option to measure language processing in processing instruction / Claudia Fernández -- PI and the French causative and passive constructions : examining transfer-of-training effects using eye tracking / Wynne Wong, Kiwako Ito and Laurene Glimois -- Why does processing instruction work? The role of PI within a framework of language and second language development / Michael J. Leeser -- Conclusion -- Online methods in research on input processing and processing instruction / Gregory D. Keating.1 online resource (viii, 359 pages)
An interview with Dr. Bill VanPatten
No full textEditorial Board members Philip Choong and Alick Liao recently had the pleasure of speaking with Dr. Bill VanPatten, the invited guest speaker at the 2008 APPLE Lecture sponsored by the Programs in TESOL and Applied Linguistics at Teachers College, Columbia University
Grammar instruction and input processing: The acquisition of Spanish "ser" and "estar"
No full textThis study examined the effects of two types of instruction on the acquisition of the Spanish copulas ser and estar by adult English-speaking learners of Spanish in a classroom setting. It compared traditional production-oriented instruction, processing instruction (VanPatten and Cadierno, 1993), and no-instruction. The traditional instruction was characterized by explanation of grammar rules followed by written and oral practice. The processing instruction involved grammar explanation and comprehension practice using structured input that induces learners to alter existing processing strategies so as to make correct meaning-and-form connections.Previous studies on the acquisition of clitic direct object pronouns (VanPatten and Cadierno, 1993, VanPatten and Sanz, 1995) and past tense verb morphology (Cadierno, 1992) suggested that students' strategies for processing input can be changed through processing instruction that subsequently enhances the acquisition of the target grammar features. However, it was not clear whether explicit instruction in the Spanish ser and estar, which do not have an obvious one-to-one form-and-meaning connection, would have as great an impact on students' developing system. It was not known whether processing instruction of a form with less communicative value, such as the Spanish ser and estar, would raise the learners' consciousness and alter their processing strategies.The results demonstrated that students receiving processing instruction outperformed those receiving no instruction not only in comprehension tasks but also in production tasks, whereas those receiving traditional instruction performed better than those receiving no-instruction only in production tasks. This study, therefore, supports previous research showing that processing instruction can help learners both engage in a more efficient process while mapping form and meaning and restructure their developing system of the target forms. Moreover, the results illustrate that mental representation can be accessed during output production. The results of the study may help point the way toward a pedagogical approach suited to best encourage linguistic competence in the classroom.U of I OnlyETDs are only available to UIUC Users without author permissio
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An interview with Dr. Bill VanPatten
No full textEditorial Board members Philip Choong and Alick Liao recently had the pleasure of speaking with Dr. Bill VanPatten, the invited guest speaker at the 2008 APPLE Lecture sponsored by the Programs in TESOL and Applied Linguistics at Teachers College, Columbia University
"Grammar instruction and input processing: The acquisition of Spanish ""ser"" and ""estar"""
No full textThis study examined the effects of two types of instruction on the acquisition of the Spanish copulas ser and estar by adult English-speaking learners of Spanish in a classroom setting. It compared traditional production-oriented instruction, processing instruction (VanPatten and Cadierno, 1993), and no-instruction. The traditional instruction was characterized by explanation of grammar rules followed by written and oral practice. The processing instruction involved grammar explanation and comprehension practice using structured input that induces learners to alter existing processing strategies so as to make correct meaning-and-form connections.Previous studies on the acquisition of clitic direct object pronouns (VanPatten and Cadierno, 1993, VanPatten and Sanz, 1995) and past tense verb morphology (Cadierno, 1992) suggested that students' strategies for processing input can be changed through processing instruction that subsequently enhances the acquisition of the target grammar features. However, it was not clear whether explicit instruction in the Spanish ser and estar, which do not have an obvious one-to-one form-and-meaning connection, would have as great an impact on students' developing system. It was not known whether processing instruction of a form with less communicative value, such as the Spanish ser and estar, would raise the learners' consciousness and alter their processing strategies.The results demonstrated that students receiving processing instruction outperformed those receiving no instruction not only in comprehension tasks but also in production tasks, whereas those receiving traditional instruction performed better than those receiving no-instruction only in production tasks. This study, therefore, supports previous research showing that processing instruction can help learners both engage in a more efficient process while mapping form and meaning and restructure their developing system of the target forms. Moreover, the results illustrate that mental representation can be accessed during output production. The results of the study may help point the way toward a pedagogical approach suited to best encourage linguistic competence in the classroom.Made available in DSpace on 2011-05-07T14:17:30Z (GMT). No. of bitstreams: 2
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Task, mode and the effects of input-based explicit instruction
No full text"Ten years have gone by since Long published his article entitled ""Does instruction make a difference?"" (1983). Since then, a number of studies have been published that provide evidence in favor of the positive effects of instruction and the limitations of those effects on different aspects of SLA. Experimental research has mainly concentrated on what to teach. However, psycholinguistic-based studies such as VanPatten (1991) and VanPatten and Cadierno (1993) represent an attempt to answer the question on how instruction can make a difference in L2 knowledge. The experimental study presented here seeks to investigate where the difference is made, more specifically, what kind of knowledge is gained and how this knowledge can be put to use."In this experiment, 44 native speakers of English learning Spanish in a formal context where tested with the help of multiple assessment tasks. The tasks differ in the amount of production they required, and consist of a sentence completion, a structured interview and a video retelling. All tasks were performed in the written and the oral modes. The type of instruction investigated, Processing Instruction (VanPatten 1991) had as its goal the manipulation of a well known strategy (first-noun strategy) used by learners when processing input. The data were scored for use of pre-verbal object pronouns in Spanish and were submitted to different 2-way ANOVAs with repeated measures on the following variables: instructional effects (pre-test vs. post-test), mode (written vs. oral), and elicitation task (sentence completion vs. question-answer vs. video clip narration).The results show a positive effect for instruction across all three task types and differential effects according to the elicitation technique and the mode of production, which are explained based on the differences in processing demands made on the subject; i.e., production of long chunks of speech requires automatic access to knowledge, while completing a sentence in the written mode can be done using controlled access to knowledge.The outcome of this study has implications for SLA theory, research methodology and teaching pedagogy, which are all discussed in the last chapter.Made available in DSpace on 2011-05-07T14:08:05Z (GMT). No. of bitstreams: 2
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Bill Nicholls
No full textDelissaville Mission. The man in the centre with the white shirt on is the one and only Bill Harney - author and expert on Indigenous history. Photo shows buildings with several people standing around, child on right obviously scared of soldier with gas mask and rifle. Delisaville.Foley, Mike
Sentence processing in Spanish as a second language: A study of context, background knowledge and word order
No full textSentence processing research has demonstrated a strong tendency for second language learners to assign the role of subject or agent to the first noun of an utterance even though grammatical morphemes and function words indicate that the second noun is the subject (Bates and MacWhinney, 1984: Gass, 1989: Glisan, 1985: Heilenman & McDonald, 1992). English speakers learning Spanish mistake preverbal object pronouns for subjects (Lee, 1987; VanPatten, 1984). Although a first-noun strategy is highly reliable in English, it is less reliable in languages such as Spanish where Object-Verb-Subject (OVS) constructions occur more frequently. Sentence processing research has found that lexical semantics, a type of word-level prior knowledge, can override the tendency of second language learners to assign. The present study investigates whether context and background knowledge, like lexical semantics, can override this first-noun strategy when cues are in conflict. For example, when the first noun of an utterance is inanimate and the second noun is animate, Italian speakers tend to prefer a lexical semantic (animacy) strategy over a word-order (first noun) strategy (Bates and MacWhinney, 1984). These speakers tend to identify the animate second noun as the subject or agent.In the present study, fourth-semester university students of Spanish were asked to listen to simple declarative sentences and complete a sentence interpretation task. Target sentences were object-verb-subject (OVS) constructions in which word order was in conflict either with context or with background knowledge. The results of the present study support that background knowledge can override the tendency of second language learners to assign subject status to the first noun of an utterance. Context, as operationalized in the present study, did not appear to have an effect.The present study provides direction for future research on the role of prior knowledge in the acquisition of second language surface features. Acquisition of forms depends not merely on comprehension, but also on form/meaning connections (Terrell, 1986). If prior knowledge serves to make input comprehensible, it should also serve to make input available for acquisition.Made available in DSpace on 2011-05-07T12:57:37Z (GMT). No. of bitstreams: 2
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[Bill Harney beside a termite mound, ca. 1950s] [picture].
No full textTitle based on information from acquisition documentation.; Part of collection: Collection of photographs of author and bushman, Bill Harney, ca. 1940-1962.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn3705618; Purchased from Michael Treloar Antiquarian Booksellers, List 90, Lot 64, 2006
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