Alessandro Giovanni Benati- University of Portsmouth
Alessandro Giovanni Benati
- University of Portsmouth
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58
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Introduction
Current institution
Publications
Publications (58)
This study investigates the relative online effects of structured-input practice on the acquisition of English passive and active sentences. The main purpose of this study is to compare native and non-native processing of English active and passive sentences. Non-native Chinese first language (L1) learners (26 participants) received structured-inpu...
This paper is the introductory paper of the Special Issue titled: “New Research on the Role and Effects of Structured Input in Assessing the Nature of Language Processing”. It provides a clear analysis of the nature and role of structured input activities in second language research and language pedagogy. It presents the main findings of genuine em...
This study investigated the possible effects of motivational factors on the positive effects generated by structured input on the acquisition of English causative passive forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects utilising a self-paced readi...
Experimental research measuring the effectiveness of structured input have shown that L2 learners receiving the structured input treatment process forms affected by processing principles more accurately. The effects of structured input have been investigated using both offline (e.g., interpretation and production tests) and online tests (e.g., self...
This study investigates the relative effects of structured input and structured output on the acquisition of English passive construction forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects of structured input utilising a self-paced reading test. The...
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
In describing the difficulties of establishing a definition for the construct second language (L2) “speaking”, Fulcher (2014) notes that “speaking is the verbal use of language to communicate with others” (p. 23). Such a broad definition is of course limited, as what enables successful spoken communication is variable. For example, Fulcher lists th...
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
A review of current thinking and research on second language listening
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
Cambridge Core - Applied Linguistics - The Cambridge Handbook of Language Learning - edited by John W. Schwieter
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019
The present study explores discourse and long-term effects of structured input (SI) and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of SI has indicated that it is the causative variable in the positive effects of processing instruction. To provide an...
The present study investigates the effects of motivation and processing instruction on the acquisition of Modern Standard Arabic gender agreement. The role of individual differences (e.g. age, gender, aptitude, language background and working memory) on the positive effects generated by processing instruction has been investigated in the last few y...
Considering the limited role for instruction in second language acquisition and the importance of incorporating grammar in a more meaningful approach to instruction, teachers should look at devising grammar tasks that, on the one hand, enhance the grammatical features in the input and, on the other hand, provide L2 learners with opportunities to fo...
Second language learners develop an internal linguistic system called “interlanguage.” This term was firstly coined by Larry Selinker and refers to a unique system which is neither the first language (L1) nor the second language (L2), but something in between. The system draws in part on the learner L1 but also from the target language. The interla...
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 e...
Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instructi...
In this chapter, two experimental classroom studies investigating the relative effects of processing instruction on the acquisition of Japanese past tense forms and passive constructions are presented. While research studies on the effects of processing instruction have been carried out on different languages and linguistics features, very little r...
Does instruction make a difference? Since the 1960s scholars and practitioners have been debating whether instruction makes a difference in the acquisition of language properties such as morphology and syntax. Contemporary theories (VanPatten and Williams 2015) seem to suggest that there are two main positions on the role of instruction in second-l...
The idea for this edited book arose from a joint research project between the University of Greenwich in the UK and Jissen Women’s University in Japan. The project, for which a Great Britain Sasakawa Foundation grant was secured, was entitled ‘Grammar Acquisition and Grammar Teaching in Japanese’. It had three main objectives: To secure a scholarsh...
This experimental study explores immediate and re-exposure effects of processing instruction on the acquisition of Japanese passive forms as measured by sentence-level and discourse-level tasks. The passive construction in Japanese is affected by learners' use of the First Noun Strategy. Participants were English native speakers and were randomly a...
The present study investigates the effects of Processing Instruction on two different age groups and the role that cognitive task demands might play in the results generated by Processing Instruction. This study includes school-age children and adult native speakers of German learning English as a foreign language – a language combination not previ...
The importance of input has always been recognised in the field of second language acquisition and hence one of the key questions addressed by researchers is how second language (L2) learners process input when listening or reading. The purpose of the present chapter is threefold. First, a synopsis of VanPatten’s Input Processing Theory (VanPatten...
This paper reports an experimental investigation of the relative effects of processing instruction, structured input activities and explicit information on the acquisition of gender agreement in Italian adjectives. Subjects were divided into three groups: the first received processing instruction; the second group structured input only; the third g...
This paper presents the results of a parallel classroom experiment investigating the effects of processing instruction, traditional instruction and meaning-based output instruction on the acquisition of the English past simple tense. The subjects involved in the present studies were Chinese and Greek school-age learners of English residing in their...
In the present study an experiment investigating the possible effects of two types of form-focused instruction (FFI henceforth) on the acquisition of a specific feature of the Italian verbal morphology system (namely the future tense) will be described. Processing instruction was compared to an output-based type of grammar instruction. The impact o...
In the present study an experiment investigating the possible effects of two types of form-focused instruction (FFI henceforth) on the acquisition of a specific feature of the Italian verbal morphology system (namely the future tense) will be described. Processing instruction was compared to an output-based type of grammar instruction. The impact o...
