Understanding Second Language Processing
A focus on Processability Theory
Authors
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
© John Benjamins
Table of Contents
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Acknowledgements | p. xi
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Chapter 1. Introduction | pp. 1–20
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Chapter 2. L2 development of English | pp. 21–54
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Chapter 3. L2 development of Scandinavian languages | pp. 55–77
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Chapter 4. The typological challenge in PT | pp. 79–103
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Chapter 5. Learner categories and PT | pp. 105–119
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Chapter 6. Variation in second language processing | pp. 121–152
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Chapter 7. Language teaching, assessment and processing | pp. 153–179
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Chapter 8. Discussion and conclusion | pp. 181–190
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References | pp. 191–206
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Appendix
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Appendix | pp. 207–208
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Index | pp. 209–211
Cited by
Cited by 15 other publications
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. 
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
2022. SLA as complex, dynamical and predictable: A Processability Theory perspective. Second Language Research ► pp. 026765832211327 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.
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.
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.
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.
HÅKANSSON, Gisela, Emily Wanda WILLIAMS, Jannicke KARLSEN & Janne von Koss TORKILDSEN
2022. What Characterizes the Productive Morphosyntax of Norwegian Children with Developmental Language Disorder?. Journal of Child Language ► pp. 1 ff.
Keßler, Jörg-U
2022. Teaching processability theory in foreign language teacher education. Instructed Second Language Acquisition
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 ► pp. 215824402110475 ff.
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.
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.
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Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching