Studying Processability Theory
An Introductory Textbook
Editors
| University of Paderborn & Newcastle University
| Ludwigsburg University of Education
Processability Theory (PT) as developed by Manfred Pienemann is a prominent theory of second language acquisition. PT serves as a framework for a wide range of research covering issues, including L2 processing, interlanguage variation, typological effects on SLA, L1 transfer, pidgins and creoles, linguistic profiling, stabilisation/fossilisation and teachability. This textbook provides a reader-friendly introduction to PT. It is designed for students with a basic knowledge of (applied) linguistics. The components of PT are set out in four parts. The first part focuses on observed facts, in particular on paths of L2 development and learner variation. The second part gives an overview of the theoretical basis of PT. Part three details the application of PT to contexts other than ESL (i.e. Japanese, creoles and bilingual acquisition), and the fourth part focuses on practical applications. Each chapter contains exercises (including data analysis and interpretation) which may be used for individual study or in class. The textbook can be used as a concise introduction to PT. However, it may also serve as a point of reference for particular PT-related topics. The individual chapters were written by specialists in each of the research areas.
[Processability Approaches to Language Acquisition Research & Teaching, 1] 2011. xi, 179 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Contributors
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vii
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Abbreviations
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viii
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Preface
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ix–x
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Acknowledgements
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xi–xii
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Part I. The facts
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1–11
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12–24
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Part II. The theory
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25–48
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49–62
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63–73
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74–82
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83–96
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Part III. Applying PT to other contexts
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97–105
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106–120
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121–130
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Part IV. Practical applications
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131–147
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148–155
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References
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156–166
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Appendices
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167–174
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Name index
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175–176
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Subject index
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177–180
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“I would recommend this book to anyone studying or researching Applied Linguistics, especially SLA, including future teachers. It offers an incredibly comprehensive overview of research into PT and its applications, is well-structured and easy to read despite its enormous theoretical breadth. Understanding the complex processes that govern second language acquisition in the light of PT is as important for language teachers as being fluent in the language that they teach.”
Professor Angela Hahn, Applied English Linguistics, Ludwig-Maximillian University, Munich
Cited by
Cited by 31 other publications
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2017.
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In Handbook of Research and Practice in Heritage Language Education [Springer International Handbooks of Education, ],
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Buyl, Aafke
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In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4],
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Buyl, Aafke & Alex Housen
2015. Developmental stages in receptive grammar acquisition: A Processability Theory account.
Second Language Research 31:4 ► pp. 523 ff.
De Clercq, Bastien & Alex Housen
2019. The development of morphological complexity: A cross-linguistic study of L2 French and English.
Second Language Research 35:1 ► pp. 71 ff.
Doman, Evelyn
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In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4],
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Dyson, Bronwen Patricia
2016. Variation, individual differences and second language processing.
Linguistic Approaches to Bilingualism 6:4 ► pp. 341 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.
Hagenfeld, Katharina
2016.
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2018. Teacher written feedback on adult beginners’ writing in a second language.
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Kawaguchi, Satomi
2016.
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2018.
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Keßler, Jörg-U. & Mathias Liebner
2016.
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Lenzing, Anke
2015.
In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4],
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Long, Michael H.
2020. Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?.
Language Teaching 53:2 ► pp. 169 ff.
Mai, Ziyin
2016. L2 Chinese: Grammatical development and processing.
Second Language Research 32:1 ► pp. 123 ff.
Maier, Esther, Lea Neubauer, Katharina Ponto, Stefanie Couve de Murville & Kristin Kersten
2016.
In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5],
► pp. 163 ff.
MARSDEN, EMMA, SOPHIE THOMPSON & LUKE PLONSKY
2018. A methodological synthesis of self-paced reading in second language research.
Applied Psycholinguistics 39:5 ► pp. 861 ff.
O'Grady, William
2015. Processing Determinism.
Language Learning 65:1 ► pp. 6 ff.
Ortega, Lourdes
2014.
In Interlanguage [Language Learning & Language Teaching, 39],
► pp. 173 ff.
Pienemann, Manfred
2012.
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Roos, Jana
2015.
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► pp. 263 ff.
Roos, Jana
2016.
In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5],
► pp. 121 ff.
Speyer, Lydia Gabriela & Erik Schleef
2019. Processing ‘Gender-neutral’ Pronouns: A Self-paced Reading Study of Learners of English.
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Wirbatz, Karoline & Pascal Buttkewitz
2017.
In L3 Syntactic Transfer [Bilingual Processing and Acquisition, 5],
► pp. 103 ff.
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Subjects
BIC Subject: CFD – Psycholinguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General