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VanPatten, Bill – Foreign Language Annals, 2016
In this essay, I review one of the conclusions in Lindseth (2016) published in "Foreign Language Annals." That conclusion suggests that explicit learning and practice (what she called form-focused instruction) somehow help the development of implicit knowledge (or might even become implicit knowledge). I argue for a different…
Descriptors: Journal Articles, Second Language Learning, Grammar, Second Language Instruction
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VanPatten, Bill; Trego, Daniel; Hopkins, Walter P. – Foreign Language Annals, 2015
Against the background of concerns for how paper-and-pencil testing fits into contemporary language teaching, this brief research report presents the findings of a first study on the difference in scores between in-class testing and online testing in a communicative and proficiency-oriented program. A total of 244 students of third-semester…
Descriptors: Computer Assisted Testing, College Second Language Programs, Spanish, Scores
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VanPatten, Bill; Borst, Stefanie – Foreign Language Annals, 2012
In this study, we examine explicit information and aptitude within processing instruction. Forty-six learners of German in their third semester of study were divided into two groups: those who received explicit information prior to treatment (+EI) and those who did not (-EI). Participants also took the grammatical sensitivity portion of the Modern…
Descriptors: Reading Comprehension, Sentences, Verbs, Nouns
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VanPatten, Bill; Inclezan, Daniela; Salazar, Hilda; Farley, Andrew P. – Foreign Language Annals, 2009
In the current study, we present the findings of an experiment with 108 participants of Spanish as a second language in which we compared the effects of dictogloss (DG) and processing instruction (PI) and compared both sets of effects to a control group. Our findings do not support the results of a recent study, Qin (2008). In that study, DG and…
Descriptors: Control Groups, Language Processing, Word Order, Spanish
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Wong, Wynne; VanPatten, Bill – Foreign Language Annals, 2003
Focuses on an aspect of traditional instruction--the form-only activities commonly called "drills,""mechanical practice," or "pattern practice." Distinguishes language as an internalized system from a language as a productive skills and reviews the nature of mechanical practice. Concludes such activities are not beneficial for foreign language…
Descriptors: Instructional Effectiveness, Pattern Drills (Language), Second Language Instruction, Second Language Learning
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VanPatten, Bill – Foreign Language Annals, 1993
The nature of grammar instruction is examined, and traditional instruction as explanation plus "output" practice is questioned. It is suggested that an input-oriented approach would be more effective. A type of input-based instruction called "processing instruction" is outlined. (Contains 30 references.) (Author/LB)
Descriptors: Classroom Techniques, Communicative Competence (Languages), Language Acquisition, Second Language Instruction