Processing instruction and the Spanish subjunctive: Is explicit information needed?

Processing Instruction: Theory, Research, and Commentary

Volumn , Issue , 2003, Pages 231-243

  Farley, Andrew P ^a  

^a UNIVERSITY OF NOTRE DAME   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917232359     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410610195     Document Type: Chapter

References (8)

1. Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R.Schmidt (Ed.), Attention and awareness in foreign language learning and teaching (pp. 259-302). Honolulu: University of Hawaii Press.
2. de Graaff, R. (1997). The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249-297.
3. DeKeyser, R. (1998). Beyond focus on form; Cognitive perspectives on learning and practicing second language grammar. In C.Doughty & J.Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press.
4. Sanz, C., & Morgan-Short, K, (in press). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning
5. Scott, V. (1989). An empirical study of explicit and implicit teaching strategies in French. The Modern Language Journal, 73, 14-22.
6. Sharwood Smith, M. (1985). From input to intake: An argumentation in second language acquisition. In S.Gass & G.Madden (Eds.), Input in second language acquisition (pp. 394-403). Rowley, MA: Newbury House.
7. VanPatten, B., & Oikennon, S. (1996). Explanation versus structured input in processing instruction. Studies in Second Language Acquisition, 18, 495-510.
8. VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52, 755-803.