The Development of the Grammatical System in Early Second Language Acquisition

The Multiple Constraints Hypothesis

Anke Lenzing | University of Paderborn

Hardbound – Available

ISBN 9789027203038 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027271693 | EUR 99.00 | USD 149.00

Shortlisted for the Christopher Brumfit Award in Applied Linguistics.

The Development of the Grammatical System in Early Second Language Acquisition focuses on the acquisition process of early L2 learners. It is based on the following key hypothesis: the initial mental grammatical system of L2 learners is constrained semantically, syntactically and mnemonically. This hypothesis is formalised as the Multiple Constraints Hypothesis. The empirical test of the Multiple Constraints Hypothesis is based on a large database including cross-sectional and longitudinal data from square-one ESL beginners. The study demonstrates that the postulated constraints are relaxed successively as learning progresses. The book is intended for postgraduate students as well as SLA researchers.

[Processability Approaches to Language Acquisition Research & Teaching, 3] 2013. xx, 280 pp.

Publishing status: Available
Published online on 26 July 2013

https://doi.org/10.1075/palart.3

Table of Contents

List of abbreviations | pp. xi–xii

List of figures | pp. xiii–xvi

List of tables | pp. xvii–xviii

Acknowledgements | pp. xix–xx

1. Introduction | pp. 1–16

2. Lexical-Functional Grammar | pp. 17–54

3. Developmental patterns in SLA | pp. 55–68

4. Processability Theory | pp. 69–106

5. The role of transfer in SLA | pp. 107–142

6. The study: Design and data collection | pp. 143–154

7. Testing the Multiple Constraints Hypothesis: Data analysis and results | pp. 155–250

8. Concluding remarks | pp. 251–256

Name index | pp. 273–274

Subject index | pp. 275–280

“This book is a valuable contribution to psycholinguistic research. It adds to second language acquisition research in both theoretical and practical aspects of early second language development.”

Christine Palumbo, University of Arizona, on Linguist List 26.529 (2015)

Cited by (28)

Cited by 28 other publications

Order by:

Hahl, Kaisa, Konsta Lehtovuori & Maija Pietarila

2024. Video research in language classrooms: activities and target language use in early language learning. Scandinavian Journal of Educational Research ► pp. 1 ff.

Baten, Kristof & Aaricia Ponnet

2023. Chapter 4. Extending PT to split ergative marking and differential object marking. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 91 ff.

Li, Ran & Louise M. Jansen

2023. Chapter 10. The acquisition of polar questions in Chinese learners of English as a foreign language. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 258 ff.

París, Luis, Maria Alejandra Celi, Ángel Tabullo & Mahayana C. Godoy

2023. Not all English Resultative Constructions (ERCs) are equal: The acquisition of ERC by Spanish speakers. Language Acquisition 30:2 ► pp. 105 ff.

Schmiderer, Katrin & Barbara Hinger

2023. L’INTERLINGUA PRODUTTIVA E RICETTIVA DI STUDENTI DI ITALIANO LS IN UN CONTESTO DI SCUOLA SECONDARIA AUSTRIACA. Italiano LinguaDue 15:2 ► pp. 43 ff.

Yamaguchi, Yumiko & Hiroko Usami

2023. Chapter 11. Testing the validity of Processability Theory through a corpus-based analysis. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 280 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.

Nicholas, Howard, Manfred Pienemann & Anke Lenzing

2022. Teacher decision-making, dynamical systems and processability theory. Instructed Second Language Acquisition 6:2

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.

HOPP, HOLGER & DIETER THOMA

2021. Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning. The Modern Language Journal 105:2 ► pp. 464 ff.

Hopp, Holger

2019. Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism 23:2 ► pp. 567 ff.

Hopp, Holger, Teresa Kieseier, Markus Vogelbacher & Dieter Thoma

2018. L1 effects in the early L3 acquisition of vocabulary and grammar. In Foreign Language Education in Multilingual Classrooms [Hamburg Studies on Linguistic Diversity, 7], ► pp. 305 ff.

Keßler, Jörg‐U & Anke Lenzing

2018. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Keßler, Jörg‐U. & Anke Lenzing

2022. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Spinner, Patti & Sehoon Jung

2018. PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY. Studies in Second Language Acquisition 40:2 ► pp. 295 ff.

Becker, Carmen & Jana Roos

2016. An approach to creative speaking activities in the young learners’ classroom. Education Inquiry 7:1 ► pp. 27613 ff.

Dyson, Bronwen Patricia

2016. Variation, individual differences and second language processing. Linguistic Approaches to Bilingualism 6:4 ► pp. 341 ff.

Hagenfeld, Katharina

2016. Psychometric approaches to language testing and linguistic profiling – A complementary relationship?. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 135 ff.

Roos, Jana

2016. Acquisition as a gradual process. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 121 ff.

Baten, Kristof, Aafke Buyl, Katja Lochtman & Mieke Van Herreweghe

2015. Chapter 1. Processability theory. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 1 ff.

Keßler, Jörg-U. & Götz Schwab

2015. Chapter 9. PT meets CA. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 175 ff.

Lenzing, Anke

2015. Exploring Regularities and Dynamic Systems in L2 Development. Language Learning 65:1 ► pp. 89 ff.

Lenzing, Anke

2015. Chapter 6. Constraints on Processing. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 113 ff.

Lenzing, Anke

2016. The development of argument structure in the initial L2 mental grammatical system. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 3 ff.

Lenzing, Anke & Manfred Pienemann

2015. Chapter 5. Response Paper. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 105 ff.

Pienemann, Manfred

2015. An Outline of Processability Theory and Its Relationship to Other Approaches to SLA. Language Learning 65:1 ► pp. 123 ff.

[no author supplied]

2017. Understanding Second Language Processing [Bilingual Processing and Acquisition, 4],

[no author supplied]

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

This list is based on CrossRef data as of 27 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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