Understanding Second Language Processing

A focus on Processability Theory

Bronwen Patricia Dyson | University of Sydney

Gisela Håkansson | Lund University | Østfold University College

Hardbound – Available

ISBN 9789027243751 | EUR 95.00 | USD 143.00

e-Book –

ISBN 9789027265876 | EUR 95.00 | USD 143.00

This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications. PT is an influential account of second language processing which hypothesizes that, due to the architecture of language processing, learners acquire second languages in developmental stages. This book lays out PT’s predictions and research on the development of diverse target languages – particularly English and Scandinavian languages – by learners of various categories. It discusses the typological issues facing PT and its contribution to an understanding of variation and cognitive constraints on pedagogy. However, the book also raises a critical eye to the literature which, after almost twenty years of evolution, requires explanation, clarification and, in some cases, extension. Why do some phenomena belong to different stages in different languages? Why are important types of variation under-represented? Is teaching as constrained as proposed in PT?

[Bilingual Processing and Acquisition, 4] 2017. xi, 211 pp.

Publishing status: Available
Published online on 27 May 2017

https://doi.org/10.1075/bpa.4

Table of Contents

Acknowledgements | pp. xi–11

Chapter 1. Introduction | pp. 1–20

Chapter 2. L2 development of English | pp. 21–54

Chapter 3. L2 development of Scandinavian languages | pp. 55–77

Chapter 4. The typological challenge in PT | pp. 79–103

Chapter 5. Learner categories and PT | pp. 105–119

Chapter 6. Variation in second language processing | pp. 121–152

Chapter 7. Language teaching, assessment and processing | pp. 153–179

Chapter 8. Discussion and conclusion | pp. 181–190

References | pp. 191–206

Appendix | pp. 207–208

Index | pp. 209–211

Cited by (17)

Cited by 17 other publications

Order by:

HÅKANSSON, Gisela, Emily Wanda WILLIAMS, Jannicke KARLSEN & Janne von Koss TORKILDSEN

2024. What Characterizes the Productive Morphosyntax of Norwegian Children with Developmental Language Disorder?. Journal of Child Language 51:4 ► pp. 776 ff.

Meisel, Jürgen M.

2024. Chapter 2. Linguistic approaches to language acquisition. In Perspectives on Input, Evidence, and Exposure in Language Acquisition [Language Acquisition and Language Disorders, 69], ► pp. 16 ff.

Ponnet, Aaricia & Ludovic De Cuypere

2024. The acquisition of Hindi split-ergativity and differential object marking by Dutch L1 speakers: systematicity and variation. Language Acquisition 31:2 ► pp. 145 ff.

Dyson, Bronwen

2023. SLA as complex, dynamical and predictable: A Processability Theory perspective. Second Language Research 39:4 ► pp. 1279 ff.

Benati, Alessandro G.

2022. Chapter 13. Can focus on form have an effect on language development?. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 257 ff.

Dyson, Bronwen, Gisela Håkansson & Kirrie J. Ballard

2022. A Developmental Approach to Assessing and Treating Agrammatic Aphasia. American Journal of Speech-Language Pathology 31:3 ► pp. 1188 ff.

Keßler, Jörg-U

2022. Teaching processability theory in foreign language teacher education. Instructed Second Language Acquisition

Son, Thanh Vi

2022. Procedural and Declarative Knowledge: The Swedish and Vietnamese learners' acquisition of knowledge in English grammar, and Pedagogical Implications. International Journal of TESOL & Education 2:1 ► pp. 238 ff.

Garðarsdóttir, María & Sigríður Þorvaldsdóttir

2020. A processability approach to the development of case in L2 Icelandic. Language, Interaction and Acquisition 11:1 ► pp. 68 ff.

Schenck, Andrew

2020. Examining the influence of native and non-native English-speaking teachers on Korean EFL writing. Asian-Pacific Journal of Second and Foreign Language Education 5:1

Schenck, Andrew

2021. Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners. Sage Open 11:3

Schenck, Andrew

2022. Form-Focused Instruction, Technology, and Limitations: An Investigation of Past Research and Future Possibilities. Frontiers in Psychology 13

Schenck, Andrew

2022. How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners. Chinese Journal of Applied Linguistics 45:2 ► pp. 274 ff.

Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde & Jörg-U. Keßler

2019. Introduction. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 1 ff.

Dyson, Bronwen Patricia

2019. Chapter 4. Are speech and writing teachable?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 71 ff.

Håkansson, Gisela

2019. Chapter 2. How much English do children know before they are exposed to instruction?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 27 ff.

[no author supplied]

2021. Dynamic Variation in Second Language Acquisition [Processability Approaches to Language Acquisition Research & Teaching, 8],

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