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The Input Processing theory, put forth by Bill VanPatten in 1993,[1] describes the process of strategies and mechanisms that learners use to link linguistic form with its meaning or function.[2] Input Processing is a theory in second language acquisition that focuses on how learners process linguistic data in spoken or written language.[3][2]
The theory comprises two key principles, each with multiple sub-principles.[3][2]
The first principle, the Primacy Principle of Meaning, has the following sub-principles: Primacy of Content Words, the Lexical Preference principle, the Preference for Non-redundancy principle, the Meaning-Before-Non-Meaning principle, the Availability of Resources principle, and the Sentence Location principle.[citation needed]
The second principle, the First Noun Principle, has the following sub-principles: The Lexical Semantics principle, the Event Probabilities principle, and the Contextual Constraint principle.[citation needed]
The Input Processing Theory has faced criticism. Opponents refuse the ‘acquisition-by-comprehension’ claim, as various processes may determine comprehension and production of language, [4] and there is disagreement regarding how to distinguish input and intake.[4] Some researchers claim that VanPatten's model ignores output.[4]
^VanPatten, Bill (1993). "Grammar Teaching for the Acquisition-Rich Classroom". Foreign Language Annals. 26 (4): 435–450. doi:10.1111/j.1944-9720.1993.tb01179.x. ISSN 1944-9720.
^ abVanPatten, Bill (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Greenwood Publishing Group. ISBN 978-1-56750-237-4.
^ abcSalaberry, M. (January 1998). "On Input Processing, True Language Competence, and Pedagogical Bandwagons: A Reply to Sanz and VanPatten". Canadian Modern Language Review. 54 (2): 274–285. doi:10.3138/cmlr.54.2.274. ISSN 0008-4506.
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