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. 205–238

Chapter 10. Instructing Stages of Processability Theory in L2 Spanish

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| University of Maryland
This study addresses two key issues in language acquisition research and teaching: the developmental patterns that learners go through when acquiring a language, and how we can tailor instruction in the classroom to these patterns. These issues are taken up in this study by matching the theoretical stages of language acquisition from the framework of Processability Theory [PT] to targeted instruction to beginning classroom learners of Spanish on subsequent PT stages. Overall, the results offer further cross-linguistic support for the PT hierarchy itself, while suggesting that instruction can be effective when targeting stages past the next developmental stage.
Published online: 11 December 2015
https://doi.org/10.1075/palart.4.10bon
Cited by

Cited by 4 other publications

No author info given
2017.  In Understanding Second Language Processing [Bilingual Processing and Acquisition, 4], Crossref logo
Baten, Kristof
2019.  In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 301 ff. Crossref logo
Dyson, Bronwen Patricia
2019.  In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 71 ff. Crossref logo
Roos, Jana
2019.  In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 285 ff. Crossref logo

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