|aProcessing instruction :|btheory, research, and commentary /|cedited by Bill VanPatten.
|aNew York :|bRoutledge,|c2010.
|axii, 345 p. :|bill. ;|c24 cm.
|aSecond language acquisition research.
|aIncludes bibliographical references and indexes.
|gPART I. FOUNDATIONS --|tInput processing in SLA /|rBill VanPatten --|tThe nature of processing instruction /|rWynne Wong --|gCommentary:|tWhat to teach? How to teach? /|rPatsy Lightbown --|gCommentary:|tInput processing as a theory of processing input /|rMichael Harrington --|gPART II. PROCESSING INSTRUCTION VERSUS OTHER TYPES OF INSTRUCTION --|tProcessing instruction and the French causative: another replication /|rBill VanPatten,|rWynne Wong --|tProcessing instruction and Spanish Ser and Estar: froms with semantic-aspectual values /|rAn Chung Cheng --|tThe relative effects of processing instruction and meaning-based output instruction /|rAndrew P. Farley --|gCommentary:|tWhere PI research has been and where it should be going /|rJoseph Collentine --|gPART III. THE ROLES OF STRUCTURES INPUT AND EXPLICIT INFORMATION --|tProcessing instruction in French: the roles of explicit information and structured input /|rWynne Wong --|tThe effects of structured input activities and explicit information on the acquisition of the Italian future tense /|rAlessandro Benati --|tProcessing instruction and the Spanish subjunctive: is explicit information needed? /|rAndrew P. Farley --|tComputer delivered implicit versus explicit feedback in processing instruction /|rCristina Sanz --|gCommentary:|tWhen PI is focus on form it is very, very good, but when it is focus on forms ... /|rCatherine J. Doughty --|gPART IV. LONG-TERM EFFECTS OF PI --|tThe long-term effects of processing instruction /|rBill VanPatten,|rClaudia Fernández --|gPART V. FINAL COMMENTARIES --|tSome comments on input processing and processing instruction /|rSusanne Carroll --|tOn the generalizability, limits, and potential future directions of processing instruction /|rBill VanPatten.