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Classroom-oriented research: Processing Instruction (findings and implications)

Published online by Cambridge University Press:  21 November 2017

Alessandro Benati
Alessandro Benati*
Affiliation:
University of Portsmouth, UKalessandro.benati@port.ac.uk
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Abstract

This paper firstly presents and examines the pedagogical intervention called Processing Instruction (PI). Secondly, it reviews and discusses the main findings of the empirical research conducted to measure the relative effects of PI. Current research trends within the PI research framework will be outlined. Experimental research investigating the effects of this pedagogical intervention in language teaching, and grammar instruction in particular, has primarily used listening and reading measures (so-called ‘off-line measures’) to elicit how learners comprehend and process sentences. On-line measurements, such as eye tracking and self-paced reading, have now been incorporated into PI research to measure language processing more directly. Finally, this paper provides specific guidelines and procedures for teachers on when and how to use PI.

Information

Type
Plenary Speeches
Information
Language Teaching , Volume 52 , Issue 3 , July 2019 , pp. 343 - 359
Copyright
Copyright © Cambridge University Press 2017 

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Footnotes

Revised version of a plenary address given at the Conference on Classroom-oriented research: The importance of a macro- and micro-perspective held at the State University of Applied Sciences, Konin, Poland, 9–11 October 2017

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