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In:Research on Second Language Processing and Processing Instruction: Studies in honor of Bill VanPatten
Edited by Michael J. Leeser, Gregory D. Keating and Wynne Wong
[Studies in Bilingualism 62] 2021
► pp. 295–324

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Chapter 10
Why does processing instruction work?

The role of PI within a framework of language and second language development

 | Florida State University
Published online: 17 March 2021
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https://doi.org/10.1075/sibil.62.10lee
Abstract
Research on processing instruction (PI) has shown that PI is an effective instructional intervention for learners of various languages and contexts. This chapter addresses a basic question: Why does PI work? In the first section, I provide an overview of the language faculty and discuss how PI differs from other research in terms of the nature of language. The second section explores how VanPatten’s model of input processing (VanPatten, 1996, 2004, 2020) can be understood within larger frameworks that integrate language processing and acquisition. The third section discusses the characteristics of PI and the findings of PI research within the wider context of growth within the language faculty. Finally, I conclude with thoughts on future directions of PI research.
Article outline
  • “What’s in the Mind”: The nature of language and the architecture of the language faculty
    • The complexity of language
      • The parallel architecture
    • The lexicon, words, and “rules”
  • “How it gets there”: Processing considerations
    • Input processing
  • Processing instruction
    • Purpose and characteristics of PI
  • Research on processing instruction
    • VanPatten and Cadierno (1993)
    • Fernández (2008)
    • Main findings of PI research
    • Limitations and future directions of PI
  • Conclusion
  • Notes
  • References
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