MORE ON THE EFFECTS OF EXPLICIT INFORMATION IN INSTRUCTED SLA Export

@article{citeulike:5998949, abstract = {The role of explicit information (EI) as an independent variable in instructed SLA is largely underresearched. Using the framework of processing instruction, however, a series of offline studies has found no effect for EI (e.g., Benati, 2004; Sanz \& Morgan-Short, 2004; VanPatten \& Oikkenon, 1996). FernndezEI. Following Fern responses were recorded as they made their way through the items. Whereas FernEI group, and (b) learners in the +EI group began processing word order and case markings sooner than in the ndez\&\#8217;s and our experiments, we attribute the difference in results to the interaction of particular structures with the processing problem and call for additional research on the role of EI not just in processing instruction but in all formal interventions.}, author = {Henry, Nicholas and Culman, Hillah and VanPatten, Bill}, citeulike-article-id = {5998949}, citeulike-linkout-0 = {http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=6385636}, citeulike-linkout-1 = {http://dx.doi.org/10.1017/S0272263109990027}, doi = {10.1017/S0272263109990027}, journal = {Studies in Second Language Acquisition}, keywords = {explicit\_instruction, instructed\_language\_learning, sla}, number = {04}, pages = {559--575}, posted-at = {2009-10-24 03:19:59}, priority = {2}, title = {MORE ON THE EFFECTS OF EXPLICIT INFORMATION IN INSTRUCTED SLA}, url = {http://dx.doi.org/10.1017/S0272263109990027}, volume = {31}, year = {2009} }

TY - JOUR ID - citeulike:5998949 L3 - citeulike-article-id:5998949 N2 - The role of explicit information (EI) as an independent variable in instructed SLA is largely underresearched. Using the framework of processing instruction, however, a series of offline studies has found no effect for EI (e.g., Benati, 2004; Sanz & Morgan-Short, 2004; VanPatten & Oikkenon, 1996). FernndezEI. Following Fern responses were recorded as they made their way through the items. Whereas FernEI group, and (b) learners in the +EI group began processing word order and case markings sooner than in the ndez’s and our experiments, we attribute the difference in results to the interaction of particular structures with the processing problem and call for additional research on the role of EI not just in processing instruction but in all formal interventions. IS - 04 JF - Studies in Second Language Acquisition EP - 575 TI - MORE ON THE EFFECTS OF EXPLICIT INFORMATION IN INSTRUCTED SLA VL - 31 SP - 559 KW - explicit_instruction KW - instructed_language_learning KW - sla AU - Henry, Nicholas AU - Culman, Hillah AU - VanPatten, Bill PY - 2009/// UR - http://dx.doi.org/10.1017/S0272263109990027 ER -