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About 10,000 papers for “input processing”

Input Processing and Processing Instruction

Alessandro Benati, John W. Schwieter · Bilingual processing and acquisition · 2017

Abstract Input Processing refers to the initial process by which learners connect grammatical forms with their meanings as well as how they interpret the roles of nouns in relationship to verbs. The pedagogical intervention derived from this theoretical framework, Processing Instruction (PI), has consistently shown success at improving second language (L2) learners’ processing strategies. PI helps learners to intake “better input” by directing their attention to targeted forms during input processing and to assign grammatical and semantic roles. Although previous findings reveal that PI is an effective pedagogy in L2 learning, in this chapter we explore whether similar benefits would hold for third language (L3) learning. Through considerations related to the complimentary and competitive nature of first languages (L1s) and L2s, along with insight from cognitive bilingualism, we advocate for future studies to test the hypotheses discussed in this chapter.

Cited by 2

Processing User Input

Scott Norberg · Apress eBooks · 2024

Up until this point, this book has covered largely foundational topics around security in general and ASP.NET in particular. Even the last chapter, which focused on how to implement cryptography using .NET, is more of a foundational concept than something you’ll need to know on a day-to-day basis. And I could keep going – there is, after all, a whole family of attacks that targets the website’s network, operating system, and even hardware that I haven’t covered. But these typically fall outside the responsibility of most software developers and so fall outside the scope of this book. But we have a pretty good foundation of security at this point so it’s time to move on to topics that more directly relate to the way you use ASP.NET Core.

Cited by 0

Multilevel Input Processing

Joe Barcroft · 2024

This chapter explores issues related to multilevel input processing, which refers to how learners process input of all types for language acquisition across all linguistic subsystems, including phonology, vocabulary, grammar, pragmatics, and sociolinguistic competence. It begins with definitions of key terms such as input, input processing (IP), and intake from the perspective of multilevel IP, with attention to how the meaning of the terms can change as one moves from one level of IP to another. It then provides a historical perspective on the development of research on sentence-level IP, lexical IP, and proposals related to multilevel IP as a theoretical framework. Subsequent sections highlight critical issues and topics related to multilevel/multitype IP; research contributions in this area to date; research methods that can be used to investigate multilevel IP; practical recommendations for language instruction from the perspective of multilevel IP; and directions for new research in this area.

Cited by 0

Input Processing Instructions Output

Prof Dr, Christian Becker, Lehrstuhl Wirtschaftsinformatik Ii et al. · 2013

A procedure for a systematic and stepwise problem solution “An algorithm is any well-defined computational procedure that takes some value, or set of values, as input and produces some value, or set of values, as output”

Cited by 0

Input Processing in Second Language Acquisition: A Discussion of Four Input Processing Models

Yayun Anny Sun · Columbia Academic Commons (Columbia University) · 2008

The importance of input has been a widely recognized concept in the field of second language acquisition. Much research has been conducted to examine how input is processed, the various facilitative attributes of input, and the effectiveness of pedagogies that directly manipulate input. Among these domains of input-related research, it is critical to first understand the very nature of input-processing. Hence, in this paper, four different models of input-processing are examined and compared side-by-side. The discussion aims to disambiguate discrepancies in terminologies, identify common emphases on gap-noticing and cognitive-comparison, and suggests the need for further research on the role of attention/consciousness in input-processing.

Cited by 0Open access

Optimizing Input and Intake Processing

Yuichi Suzuki, Tatsuya Nakata, J.D. Rogers · 2023

We discuss receptive and semi-productive (as opposed to open, communicative) practice that aims at optimizing second language (L2) input and intake processing mechanisms. A variety of L2 learning activities are categorized as isolated (e.g., deliberate word learning), guided (e.g., processing instruction, guided induction), and contextualized practice (e.g., reading aloud, shadowing, dictation/dictogloss). In order to examine the potential and limits of these practice activities in automatization, the extant body of empirical work is reviewed with a focus on explicit learning mechanisms. Consequently, we highlight the beneficial roles of deliberate memorization, guided instruction, noticing, hypothesis testing, explicit instruction, reconstruction, imitation, feedback, and monitoring of own performance. We argue that the quantity of practice, as well as timing of practice variables (i.e., repetition, instruction, and feedback), plays a pivotal role in developing robust L2 knowledge and skills.

Cited by 4

Lexical Preference in Input Processing

Justin P. White, Wynne Wong · 2024

The lexical preference principle (LPP) is one of the principles of VanPatten's (1996) model of input processing (IP). It predicts that when lexical and grammatical cues compete for attentional resources during IP, lexical cues win out due to L2 learners’ drive to process input for meaning before form. Other theoretical frameworks make similar predictions albeit with different underlying theoretical underpinnings. This chapter explores issues and research related to the LPP with the goal of stimulating new research that will enhance our understanding of factors that push L2 learners to rely on lexical cues and so that we can better address how pedagogical interventions may help learners attend to grammatical cues during IP to further language development. We begin by defining pertinent concepts followed by a historical account of the LPP. Critical issues that we address include how the LPP affects IP, what forms are impacted by the LPP, and what are the mechanisms that underlie how learners choose which cues (lexical or grammatical) to focus on during IP. We review LPP-related research and highlight commonly implemented research methods. We address implications for practice and conclude with directions for future research.

Cited by 0

INPUT PROCESSING IN ADULTS SLA

EditorJournals and Conferences · OSF Preprints (OSF Preprints)

A lot of internals and externals influence second language acquisition (SLA) and one of them is the language input that plays the main role in receiving new knowledge. Nowadays, the English language is becoming a global language so different age people would like to learn for their work and career. Most adults are often face to face with some difficulties with misinterpretations and the reason is sometimes adults cannot understand the words’ meanings and miss the acquisition of them so I chose this study to improve the adult’s input processing(IP) and show minus sides of learning a language. I found several researchers who worked on the IP, such s VanPatten, Taher Bahrani, Alessandro Benati, and others. For this case study, I chose some adults who are learning English as a second language from the educational center “Trust”. Their English level is elementary and they are about 40 years old. I hope my study will help them as we improve their input processing in learning.

Cited by 0

xLPR Input and pre-processing.

Dingreville, Remi Philippe Michel; Eckert-Gallup, Aubrey Celia; Sanborn, Scott Edward; Mariner, Paul · OSTI OAI (U.S. Department of Energy Office of Scientific and Technical Information) · 2019

Abstract not provided.

Cited by 0Open access

WIRE-SPEED PACKET INPUT PROCESSING

Feng Dong · 2002

With the fast progress of Internet, the backbone of Internet needs more powerful router with Gbps and even Tbps links. Thus, packet processing becomes the bottleneck of Internet backbone routers. Wire speed packet input processing is not only meaningful for Internet backbone router, but also useful in layer 4/7 switch, high speed firewall and intrusion detection system. In this paper, the recent advance in the research of wire speed packet input processing is survdyed, and the key problems and solutions of wire speed packet input processing are analyzed in detail. Finally, some open problems are identified.

Cited by 0

Input Processing in Conceptual Semantics

Susanne Carroll, Lindsay Hracs · 2024

Despite the role meanings play in the discovery of morphemes and words, and in abstracting word classes from recurrent distributional patterns of individual word forms in sentences, theories of second language acquisition (SLA) are remarkably vague as to what they assume ‘meanings’ are and how they are made use of developmentally. We explore a unifying approach to SLA, acknowledging the relevance of learning processes as proposed by cognitive psychology (associative, distributional, and statistical learning, category abstraction and category differentiation), but with an emphasis on the nature of mental representations as informed by linguistic theories. In what follows, we explore the potential theoretical contributions of Conceptual Semantics to how first exposure learners of an L2 infer ontological conceptual categories from visual stimuli and then map these to nouns and sub-classes of nouns expressing the grammatical category of Number and its semantic correlates.

Cited by 1