A commentary on processing instruction

Michael Sharwood-Smith

    Research output: Contribution to journalArticle

    Abstract

    The commentary takes the form of reflections occasioned by the debate carried out in the various contributions to this volume as also the related presentations and discussions that took place at the Symposium on Processing Instruction at the University of Greenwich in September, 2013. Rather than review each contribution the debate is be placed within a historical perspective and focus is on the changing relationship between two types of professional: a) those who seek to extend our understanding of second language acquisition and b) those whose main aim is to assist language instructors by applying insights from theoretical research and, by so doing, provide their profession with a modern scientific foundation. It is about the relationship between the 'understanders', on the one hand, and the 'helpers' on the other. The interaction between Input Processing Theory (IP)- the theory - and Processing Instruction (PI) - the application - provides an ideal background for such a discussion.

    Original languageEnglish
    Pages (from-to)271-275
    Number of pages5
    JournalInternational Review of Applied Linguistics in Language Teaching
    Volume53
    Issue number2
    Early online date29 May 2015
    DOIs
    Publication statusPublished - Jun 2015

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    instruction
    helper
    language acquisition
    instructor
    profession
    interaction
    language
    Greenwich
    Symposium
    Historical Perspective
    Language Instructors
    Interaction
    Second Language Acquisition

    ASJC Scopus subject areas

    • Linguistics and Language
    • Language and Linguistics

    Cite this

    Sharwood-Smith, Michael. / A commentary on processing instruction. In: International Review of Applied Linguistics in Language Teaching. 2015 ; Vol. 53, No. 2. pp. 271-275.
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    A commentary on processing instruction. / Sharwood-Smith, Michael.

    In: International Review of Applied Linguistics in Language Teaching, Vol. 53, No. 2, 06.2015, p. 271-275.

    Research output: Contribution to journalArticle

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