Article published in:
Theoretical and Methodological Developments in Processability Theory
Edited by Kristof Baten, Aafke Buyl, Katja Lochtman and Mieke Van Herreweghe
[Processability Approaches to Language Acquisition Research & Teaching 4] 2015
► pp. 175–204

Chapter 9. PT meets CA

Second Language Research at the Crossroads

| Ludwigsburg University of Education
| Karlsruhe University of Education
In this chapter we combine two distinct perspectives on second language research and foreign language learning. On the one hand we make use of the socio-interactional perspective of Conversation Analysis for Second Language Acquisition (CA for SLA) (Schwab 2011), and on the other hand we apply the psycholinguistic approach of the Processability Theory (PT) (Pienemann 1998). From what could be considered as an insurmountable contradiction we believe that the combination of both approaches bear the chance for a better discernment of the issue. By looking at data collected both inside a CLIL (Content and Language Integrated Learning) setting and outside the classroom we provide a comprehensive insight into L2 progress of instructed learners. Additionally, the data analysis within the two distinct frameworks of CA (for SLA) and PT also contributes to extending the explanatory power of PT for instructed SLA by adding a CA (for SLA) perspective. Thus, our chapter aims at sparking a new discussion of interdisciplinary research and theory development.
Published online: 11 December 2015
https://doi.org/10.1075/palart.4.09keb
Cited by

Cited by other publications

Baten, Kristof
2019.  In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 97 ff. Crossref logo

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