A 2010 narrative review reports that processing-instruction studies show structured input without explicit information can change learner knowledge¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Research on processing instruction has repeatedly shown that explicit information is not needed; structured input alone causes changes in learner knowledge. → Bill VanPatten 2010
Evidence¶
Bill VanPatten 2010¶
Bill VanPatten. (2010). The Two Faces of SLA: Mental Representation and Skill. International Journal of English Studies, 10(1), 1-18. https://www.um.es/ijes doi:10.6018/ijes/2010/1/113951
q2 · i? · theoretical · r3
Narrative review of processing instruction studies (e.g., VanPatten & Oikennon 1996; Fernández 2008; Henry, Culman & VanPatten 2009), attributed by the article to that literature. The review reports that manipulated input forcing processors to work differently yields richer intake usable by UG. No effect sizes are printed in the essay.
"research on processing instruction has repeatedly shown that this information is not needed. Structured input alone is sufficient to cause changes in learner knowledge"
Discussion¶
Related Claims¶
- Mental representation is not amenable to direct explicit instruction because UG and parsers operate only on input data — related
- Situational communication exercises alone produced statistically significant progress in both structural and communication skills — related
- Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production — related
- Successes of form-focused manipulation of input in adult L2 are illusory with respect to linguistic competence, affecting only performance — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
structured-input-alone-sufficient-for-acquisition |
title |
A 2010 narrative review reports that processing-instruction studies show structured input without explicit information can change learner knowledge |
description |
A 2010 narrative review reports that processing-instruction studies show structured input without explicit information can change learner knowledge |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bill-vanpatten-2010 |
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