Session Information
27 SES 03A, Instructional Approaches/ Classroom Environments
Paper Session
Contribution
Method
Expected Outcomes
References
Allen L. Q. (2000). Form- meaning connections and the French causative: An experiment in processing instruction. Studies in Second Language Acquisition, 22, 69-84. Collentine, J. (1998). Processing instruction and the subjunctive. Hispania, 81, 576–587. DeKeyser, R. M., & Sokalski, K. J. (1996). The differential role of comprehension and production practice. Language Learning, 46, 613-642. Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24, 223-236. Erlam, R. (2003). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition, 25, 559–582. Krashen, S. (1985). The Input Hypothesis: Issues and implications. London: Longman. Nagata, N. (1998). Input vs. output practice in educational software for second language acquisition. Language Learning & Technology, 1, 23–40. Salaberry, M. (1997). The role of input and output practice in second language acquisition. The Canadian Modern Language Review, 53, 422-451. VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Westport, CT: Ablex.
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